ATAMS
BLAST DIGITAL AGENDA
KAUFFMAN
16 NOVEMBER 2011
9 – 11 COLLEGE
PREP BIOLOGY
DO NOW:
Complete a Venn Diagram comparing and contrasting autosomal and sex-linked traits.
California
Standards:
2a – 2g: Mutation & sexual reproduction lead to genetic variation in a population
3a – 3b: Multicellular organisms develop from a single zygote. Phenotype is determined by genotype,
which is established at fertilization.
4a – 4e: Genes are a set of instructions encoded in the DNA sequence of each organism that specify the
sequence of amino acids in proteins characteristic of that organism.
Essential
Questions:
What is meiosis and why is it special to certain cells? What role does it play in determining your genetic
make-up? How do you inherent different genes from your parents than a sibling does?
LEARNING OBJECTIVES FOR STUDENTS:
Handouts and instructions from the Biology coloring workbook
Given:
the learner
will:
review all of the biology standards in category Genetics for unit test on Monday
by:
completing, discussing, and self evaluating eight pages of the Biology Coloring Workbook using the posted
rubric.
Assessment: Genetics Unit Test and Notebook check on Monday/Tuesday. Covers ALL of standards 2, 3, and 4.
Individual Instruction:
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•
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Download the file “Biology Coloring
Workbook Instructions.pdf” from
class webpage.
Complete the worksheets on pages
61, 63, 67, and 69 on Mendelian
genetics by reading the instructions,
taking Cornell Notes, and coloring in
colored pencil as you go.
If you finish with those four while
still in individual, begin working on
Gametogenesis (p 277), proteins (p
13), chromosomal alterations (p
71), crossing over (p 73), DNA
structure (p 79), DNA replication (p
81), DNA and chromosomes (p 87),
DNA and phenotype (p 91), RNA
structure (p 93), Transcription (p 95)
and Translation (p 97).
Direct Instruction:
•
•
Ask any questions you have from
individual station and last nights
assignment.
Notes on meiosis, chromosome
alterations, and crossing over.
Collaborative Station:
• In groups of 2 – 3 people (in your
assigned seats), discuss your notes and
answers to the Mitosis, Meiosis,
Monohybrid Cross, and Dihybrid cross
coloring pages. Evaluate your work and
understanding based on the posted
self reflection rubric. If you finish
those, go ahead and discuss your work
from the individual station on
Incomplete Dominance, Multiple
Alleles, Sex Determination, and Sex
Linked Traits.
• By next class, complete the Cornell
Notes by writing down your questions
to ask in class, writing your Jeopardy
style questions, and writing your one
paragraph summary.
• If you have finished all of this, continue
working on Compass Learning and/or
Achieve 3000. You should be logging at
least six hours per week between the
two programs and should have dated
notes to show your progress on each.
Blood Types: Whose your mama?
Question 1:
We already discussed the ABO blood
type and the idea of co-dominance (if
you have the gene for both dominant
traits, they both appear). There is
another blood type that is somewhat
similar, the MN blood typing system. It
is not as medically important, so it is
not discussed as often. For the gene in
question, the M and N forms each
code for different types of
glycoproteins (proteins with sugars
attached to them) that appear on the
surface of the red blood cell. Genotype
MM codes only for the M version.
Genotype NN codes only for the N
version. Genotype MN codes for both
versions.
a. Predict all possible outcomes for the
grandchildren of two families. In the
first family, the grandparents are
MM and MN. In the second family,
the grandparents are MN and MN.
b. What is the probability of each
phenotype?
Question 2:
The ability for humans to taste the
chemical phenylthiocarbamide
(PTC) is a genetic trait. People
with at least one copy of the
normal, dominant allele of the
PTC gene can taste PTC; those
who are homozygous for a
mutant, recessive allele cannot
taste it.
a. Could two parents able to taste
PTC have a non-taster child?
b. Could non-taster parents have a
taster child?
c. A pair of taster parents, both of
whom had one parent able to
taste PTC and one non-taster
parent are expecting their first
child. What is the chance this
child will be able to taste PTC?
Question 3:
You’re working in the maternity ward
of a local hospital as a volunteer and
are shocked at the lack of care the staff
takes with important paperwork like
“this baby belongs to…”
You’ve been helping out one mother
who just had her fifth child, all with the
same husband. She brought in her
medical records and you see her four
previous children are:
Blood Types and PTC taster/non-taster
A and MN
taster
B and N
non-taster
A and M
taster
A and N
taster
The staff gave her “her” child who has
O and MN blood type and is a nontaster. Did they make a mistake? How
can you tell? (write a 1 paragraph
response)
Achieve 3000 Topics:
You should have completed each of these AND
you should have vocabulary done for each section. For each word listed as
a vocabulary word, you need the textbook definition, your own definition,
a picture, and the Spanish translation.
• Molecular Basis of Heredity
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DNA Structure
DNA Replication
From DNA to Protein
Mendelian Genetics
Complete Dominance
Other Types of Inheritance
Our Chromosomes
How Many Chromosomes
• Topics for week of 14 Nov:
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Cell Cycle
Meiosis
• Cell Biology:
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Introduction to Cells
Cell Structure & Function
Plasma Membrane
Simple Diffusion
Osmosis
The Cell’s Nucleus
• Matter, Energy and Organization in Living
Systems
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Energy Transfer
Photosynthesis
Aerobic Respiration
Glycolysis
Lactic Acid Fermentation