5.3.12.D.1 2011
5.3 Life Science: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and
interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and
the order of natural systems can be modeled and predicted through the use of mathematics.
D. Heredity and Reproduction: Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic
information that influences their traits, and they pass this on to their offspring during reproduction.
Essential Questions
Enduring Understandings
Labs, Investigation, and Student Experiences
How is genetic information
passed through
generations?
There are predictable patterns of
inheritance, and the variation
that exists within a species is
related to its mode of
reproduction (sexual or asexual)
5.3.12.D.1
Cumulative Progress
Indicators
Explain the value and potential
applications of genome projects.
(5.3.12.D.1)
3. The Blue People of Troublesome Creek
The story of an Appalachian malady, an inquisitive doctor, and a
paradoxical cure
http://www.nclark.net/BluePeopleofTroublesomeCreek.html
Content Statements
Genes are segments of
DNA molecules located in
the chromosome of each
cell. DNA molecules
contain information that
determines a sequence of
amino acids, which result
in specific proteins.
1. Use jelly beans to show inheritance of traits over generations.
2. Allele Frequencies and Sickle Cell Anemia Lab
http://genetics-educationpartnership.mbt.washington.edu/class/activities/HS/sicklebean.htm
4. Pipe Cleaner Babies
In this activity you will play the role of a parent, your lab
partner will play the role of the other parent. You will use
chromosome and gene models to create four offspring and
determine their genotypes and phenotypes. Then
mathematically, you will determine the probability of having
offspring with different traits.
http://www.biologycorner.com/worksheets/pipecleaner.html
5. Using Blood Tests to Identify Babies and Criminals
http://serendip.brynmawr.edu/sci_edu/waldron/pdf/BloodTypeG
eneticsProtocol.pdf
1
5.3.12.D.1 2011
Desired Results
Students will be able to…
1. Explain the cell cycle, how it contributes to reproduction and
maintenance of the cell and/or organism, and explain where
mitosis fits into the cell cycle.
2. Understand the factors that cause cells to reproduce.
3. Be able to describe each phase of mitosis and make a simple
labeled drawing of mitosis.
Indicate that resulting cells contain an identical copy of genetic
information from the parent cell.
4. Explain how the apportioning of cytoplasm to the daughter
cells follows mitosis, a nuclear eve nt.
5. Compare and contrast asexual and sexual types of
reproduction that occur on the cellular and multicellular
organism levels. Understand how asexual reproduction differs
from sexual reproduction. Know the advantages and
disadvantages of each.
6. Explain through the use of models or diagrams, why sexuallyproduced offspring are not identical to their parents.
7. Describe the events that occur in each meiotic phase.
8. Compare mitosis and meiosis; cite similarities and differences
9. Recognize that during the formation of gametes, or sex cells
(meiosis), the number of chromosomes is reduced by one half,
so that when fertilization occurs the diploid number is
restored.
10. Recognize random mutation (changes in DNA) and events
that occur during gamete formation and fertilization (i.e.,
crossing over, independent assortment and recombination of
chromosomes) as the sources of heritable variations that give
individuals within a speciessurvival and reproductive advantage
or disadvantage over others in the species.
11. Explain why sex-linked traits are expressed more frequently
2
5.3.12.D.1 2011
in males.
12. Compare and contrast the processes of growth (cell division)
and development (differentiation).
13. Recognize that any environmental factor that influences gene
expression or alteration in hormonal balance may have an impact
on development.
14. List some of the problems in cell division when control is
lost.
15. Recognize that cancer is a result of mutations that affect the
ability of cells to regulate the cell cycle.
16. Describe early embryonic development and distinguish each:
oogenesis, fertilization, cleavage, gastrulation and organ
formation.
17. Describe the structure and function of the human male and
female reproductive systems.
18. Model a random process (e.g., coin toss) that illustrates
which alleles can be passed from parent to offspring.
19. Describe the relationship between DNA, genes,
chromosomes, proteins and the genome.
20. Explain that a gene is a section of DNA that directs the
synthesis of a specific protein associated with a specific trait in
an organism.
21. Use Punnett squares, including dihybrid crosses, and
pedigree charts to determine probabilities and patterns of
inheritance (i.e. dominant/recessive, co-dominance,
autosomal/sex-linkage, multiple-allele inheritance).
22. Analyze a karyotype to determine chromosome numbers and
pairs. Compare and contrast normal and abnormal karyotypes.
23. Explain how sex chromosomes inherited from each parent
determines the gender of the offspring.
3
5.3.12.D.1 2011
PERFORMANCE ASSESSMENT
“Cancer”
Overview
During mitosis, the cell duplicates the chromosomes. This means that the cell has to copy the DNA strands within the chromosomes.
DNA strands have caps at their ends to protect the DNA strands from losing important pieces when
they are copied. These caps are called telomeres. Without telomeres, the DNA strands would easily
tear or rip during chromosome copying.
If the telomeres on a chromosome are too short, there can be problems during mitosis. One problem
is that chromosomes with two centers are formed. Chromosome pairs should have just one center.
But when telomeres get too short, some chromosomes have two centers. The picture on the right
shows an example of a chromosome with two centers. This chromosome is circled.
Chromosomes with two centers occur when pieces of the chromosome break off and get attached
again in the wrong way. This can occur when the protective telomere cap is too short.
Most of the cells in the human body can only go through mitosis about 50 times. After that, the
cells can no longer divide properly. When the cell cannot divide any more, we call this cellular
senescence. It means cell aging.
There are, however, certain cancer cells that keep dividing over and over and over many more than
50 times. It is as if cancer cells are immortal.
Scientists noticed that different cells have different telomere lengths and they wondered if the
length of telomeres is related to cell aging.
The scientists studied two groups of cells. One group was a group of human cells from kidneys.
The other group was a group of human cells from kidneys that were injected with a DNA virus that causes cancer.
4
5.3.12.D.1 2011
They observed the cells as they underwent mitosis over and over.
They measured:
1. Whether the cells stayed alive.
2. Whether the cells formed chromosomes with two centers during division.
3. Whether there was a chemical called telomerase in the cells. Telomerase is a protein (enzyme) that repairs damage to telomeres.
This table shows what the scientists found.
Length of telomeres
(kbp)
% of Chromosomes
with two centers
Was there telomerase
in the cell?
Cell:
Regular
cells
Cells with
cancer
DNA
injected
Regular
cells
Cells with
cancer
DNA
injected
Regular
cells
Cells with
cancer
DNA
injected
0 Division
After 25 Divisions
After 50 Divisions
After 75 Divisions
After 100 Divisions
Ater 125 Divisions
After 150 Divisions
After 175 Divisions
After 200 Divisions
After 225 Divisions
After 250 Divisions
9
7
6.5
3.75
3
Died
Died
Died
Died
Died
Died
9
8.5
6
4
3
3
4
4
4
4
4
0
0
5
7.5
15
Died
Died
Died
Died
Died
Died
0
0
0
5
10
9
8
6
5
5
5
No
No
No
No
No
Died
Died
Died
Died
Died
Died
No
No
No
No
No
Yes
Yes
Yes
Yes
Yes
Yes
5
5.3.12.D.1 2011
YOUR TASK
1. What did the scientists find out in this study? Write down everything they found out.
2. Look at this model. This is for cells with tumor DNA injected:
Telomeres get
short.
The cell starts
making
telomerase
Telomeres stop
getting shorter.
Cells become
immortal (they
keep dividing
after 50
divisions).
Does the study support this model; contradict this model, or neither? Why?
6