DMA
 Question: What is an inherited trait?
 Objective: You will understand that family
members tend to share some of the same
traits.
*Genes determine traits which
are inherited and predictable.
What you will know/be able to do
by the end of this unit…
 You will be able to explain that an organism’s
genes determine what traits it has and that traits
can be dominant or recessive depending on the
alleles found on their genes.
 You will be able to explain that most of the cells in
a human contain 46 chromosomes; two copies of
each off 22 chromosomes and another pair that
determines the sex of an individual.
 You will understand that gametes have half the
genetic material of other body cells.
 You will be able to explain the role of meiosis in
passing genetic information from one
generation to the next through gametes (sperm
and egg cells).
 You will recognize that individuals such as
Mendel contribute to the scientific enterprise
and that what we know about science is the
result of many experiments.
Engage: It runs in the family
 Objective: Family members tend to
share traits.
What do you think this means?
Engage: It Runs in the Family
 Turn to page 334. We will read the
introduction paragraphs together.
 Read the “Dear Counselor” letter (in figure
7.2 on page 335) individually and quietly.
Engage: It runs in the family
Process and Procedure:
1. In your science notebook, write down the questions
that “Afraid and Wanting to Know More” wrote for the
genetic counselor in the letter.
2. Turn to your table partner. Discuss the pros and cons
of being tested for myotonic muscular dystrophy. In
your notebook, make a T-chart and list these pros and
cons.
3. Individually and quietly, write a paragraph about
whether you would want to be tested. Explain your
reasoning.
Engage: It Runs in the Family
 TALK
With your partner, come up with two
statements about inheritance.
 DO
Write your two statements on your notecard
and bring the statements to me.
4. Copy this chart. Write in the statements
from the board. For each statement created,
check whether you think it is true or false.
Statement
True
False
Reflect and Connect:
 When your chart is complete,
INDIVIDUALLY and quietly, work on the
reflect and connect questions, #1-3 and 5 on
pages 335-336 using complete sentences.
DMA
Question: If you have many easily identified traits
from one of your parents, does that mean it is more
likely that you will have other traits from that same
parent?
Objective: You will recognize that individuals such as
Mendel contribute to what we know about science
through the result of many experiments.
Chapter 7 Notes
A. Engage: It Runs in the Family
1. What is an acquired trait?
Traits a person gets during their
lifetime.
a) These are acquired after birth.
b) Environmental factors lead to these
traits.
c) Examples include pollution, smoking,
car accident, etc.
2. What is an inherited trait?
Traits that are determined based on genetic
factors (your DNA).
a) These are present at birth.
b) Genes determine the trait.
c) Examples: Your natural hair color, your
natural eye color, etc.
3. Traits can be confusing because sometimes
they are genetic and sometimes they are
acquired. Both can be influenced by the
environment.
a) Example: The trait of
height is affected
by both genes and diet.
Explain I: How do we get our traits
 Turn to page 346 in your textbook.
 We will read the introduction paragraph
together.
 Add the word
“genetics” to
your glossary.
Process and Procedure/Part I:
 Read the article “Mendel: The Founder of
Genetics” on pages 347-350.
 Answer the questions in your OneNote
using complete sentences.
DMA – 11/26/12
What is cross-pollination?
Objective: You will be able to explain that an
organism’s genes determine what traits it has and
that traits can be dominant or recessive depending
on the alleles found on their genes.
Genetics Notes:

Cross-Pollination

Collect pollen from one
plant (the sperm) and
transfer them to the
stigma of another flower.
 Self-Breeding


Offspring come from selfpollination
Pollen and Stigma are from
the same plant.
How did Mendel Cross his plants?
Genetics Notes:
 Genetics: The scientific study of heredity
(how characteristics are passed down from
generation to generation).
 Genes: Sequences of DNA which code for
specific human characteristics.
Genetics Notes:
 Alleles: A variation of a particular gene. For
example, the gene for eye color has many
different alleles…blue, brown, green, etc.
 example: gene for eye color
allele #1- blue eyes (light)
allele #2-brown eyes (dark)
 example: gene for seed shape
allele #1-round
allele #2-shriveled
Genetics Notes:
 Dominant: A form of a gene that is always
expressed when it is present in an individual.
 Represented by a CAPITAL letter
 Recessive: A form of a gene that is not expressed
when paired with a dominant allele.
 Represented by a lowercase letter
Example: gene for eye color
allele #1-dark eyes are dominant (B)
allele #2-light eyes are recessive (b)
Genetics Notes:
 Brown eye color (B) and blue eye color (b)
 What about pea shape?
 Round is dominant over wrinkled
 What letters would we use?
Pp
Rw
Rr
1
2
3
Genetics Notes:
 Genotype: The genetic makeup of an organism.
It includes both genes in a homologous pair of
chromosomes (possibly both recessive and
dominant).
 Example: BB, Bb, bb
Genetics Notes:
 Phenotype: What an organism looks like! The
outward expression of a trait/allele.
 Example: an individual with brown eyes
(brown eyes is the phenotype)
Genetics Notes:
 Homozygous: An organism with two identical genes
for an allele. (purebred, true-breeding)
 examples: BB or bb
 Heterozygous: An organism which has two different
genes for an allele. (hybrid)
 example: Bb
Class Time
 Complete the remaining questions from Mendel: The
Founder of Genetics
 All done? Sit back and watch the video clip on Mendel
DMA – 12/13/11
What is this a picture of?
(You do not have to copy the picture.)
Explain 1: How do we get our traits?
 Open your books to page 351
 Read through Chromosomes and the Genes They
Contain independently
 Look for the following words:
Explain 1: How do we get our traits?
 Fill in the table
 You do not need complete sentences but you do
need a thorough definition IN YOUR OWN
WORDS
 Find an image that represents that word and its
definition (Yes, you can look on-line)
Explain 1: How do we get our traits?
 Answer the questions at the bottom of the
OneNote page
 Finished Early?
 Try to find images for the rest of your glossary words to
help make more sense of them 
Define the terms homozygous
and heterozygous.
Notes continued…
10. DNA-DNA stands for deoxyribonucleic
acid.
a) DNA is found in the nucleus of a
eukaryote and in the cytoplasm of a
prokaryote.
b) It is the molecule(s)
that contains all of
the genetic information
of the cell.
11. Chromosomes: Structures made of super
packed DNA found in eukaryotes. We
have 46 chromosomes in our body cells
(23 pairs).
a) Two are sex chromosomes which
determine the gender of the individual.
Example: XX=female XY=male
b) The other 44 are
called autosomes.
Chromosomes…
Watch…
 http://www.youtube.com/watch?v=lUESmHDrN40
12. Genes or sequences of DNA which code
for specific human characteristics.
a) There are many genes on one
chromosome.
b) Most genes have multiple different versions
called alleles.
Fun Fact: The largest chromosome contains about
3,000 genes and the smallest contains about 230.
Draw this diagram.
What should be written on the connecting
arrows to connect the ideas?
Genes
Chromosomes
Traits
Alleles
DMA – 12/14/11
What is an autosome?
Class Time
 Complete the table and the questions that follow
Meiosis: The Mechanism behind
Patterns of Inheritance (Pages 355-359)
 Let’s read this article together.
 Write down any words you do not
understand!
Making Gametes
Sperm
Eggs
Definitions:
What is an autosome? How do
they differ from sex chromosomes?
Meiosis: Sex
Cell Formation
 On this page in your
OneNote you are to
draw the process of
meiosis.
 When you’re done, do
“8 & 9” in your
OneNote.
To start your graphic organizer…
Cell
Division
Explain I: How Do We Get Traits?
The Task:
 Create a graphic organizer for this reading
 Look at Figure 7.14 on page 353 for an example.
The Words to be Used:
1. gametes
5. mitosis
2. diploid
6. embryo
3. haploid
7. meiosis
4. zygote
8. chromosomes
Linking Words:
 Clear links between each word need to be written
and/or explained.
What is the difference between a
zygote and an embryo?
What is the difference
between mitosis and meiosis?
Modeling Meiosis
 Turn to page 363
 Use clay to model the steps of meiosis.
 Pages 356-362 can help
 First-make a plan!!
 Take pictures of your work along the way.
 Answer questions when done.
Meiosis
Cytokinesis
Cytokinesis II
Interphase:
 most of their lives are spent
here
 Cells grow and duplicate their
DNA
Prophase:
Replicated DNA
condenses into
chromosomes
Nuclear membrane
breaks down
Metaphase:
Chromosomes move to the center,
spindle fibers link chromatids to
opposite poles of the cell
Anaphase:
Chromosomes are separated and
move to opposite sides of the cell.
Telophase:
Chromosomes start
to de-condense
Nuclear membrane
re-forms
Cytokinesis begins
Cytokinesis:
Cytokinesis or division of the
cytoplasm follows telophase.
Mitosis & Meiosis Video
 Show this video the last 15 minutes of class…
 Mitosis & Meiosis Video
What is the difference
between mitosis and meiosis?
Metaphase:
Chromosomes move to the center,
spindle fibers link chromatids to
opposite poles of the cell
Class Time
 Read through the “Sorting Genes” on page 360
 Complete Meiosis: Sex Cell Formation in your
OneNote (similar to figure 7.16)
 For Each Circle:
 Draw the picture using drawing tools
 Summarize each Caption in your own words.

DO NOT COPY THE CAPTIONS

BE ABLE TO EXPLAIN EACH CAPTION!
 Answer Question 8 & 9 p.360
DMA – 12/19/11
 How does crossing over increase
genetic variation?
 Turn in your KROS forms but don’t
worry about filling them out for this
week!
Process and Procedure Part II:
 Please turn to page 363 of your textbook.
 Let’s read the introduction & step 1
DMA – 12/4/11
What stage of meiosis
is happening in the
upper right hand
corner of the picture?
How do you know?
Modeling Meiosis Hints:
• The colors represent the original
parent that the chromosome came
from.
• Ex. Yellow is from mom and green is
dad
• Chromosome 1 codes for eye color
• Red eye is dominant over white
• Chromosome 2 codes for wings
• Large wings are dominant over
small wings
• Each haploid cell in the end should
have one chromosome 1 and one
chromosome 2!
Modeling Meiosis:
 Add in the
following
section to your
OneNote:
The Plan  You have 5 minutes to create your plan of attack.
 Using 5 bullet points (or more) outline how you will
show meiosis with the play dough
 Some things to include: the genotype of the fly, what
colors represent who, how will your paper be laid
out, etc.
Playdough Meiosis
Directions:
1. With your table partner, make the circles for the
process of meiosis on your paper.
2. Work through the process & procedure.
3. Take 2 pictures of your work. One pic along the way
and the 2nd picture needs to be of your end product.
Example of a Starting Cell:
R r
l
L
Class Time
 Complete through the activity and take your 2 pics
with your webcam of your work
 1 – your choice
 1 – the end product (4 haploid cells)
 Place both pics in your OneNote
 Answer the questions in your OneNote
Why is it inaccurate to have all
one color on one side and the
other color grouped together on
the other side?
List the stages of meiosis in
order.
Genetic Variation
Occurs in Meiosis
 Independent assortment:
 random movement of the
same type of chromosomes
Which chromosome will
you get from a parent? The
one coding for brown eyes
or green eyes?
1 of the 8.4 million
Independent assortment
94
Genetic Variation Occurs in Meiosis
 Random fertilization:
 Also known as the “Principle of Segregation”
 uniting of gametes by chance
Will you get the chromosomes with brown eyes from
both your parents or green and blue eyes?
70 trillion combinations
Genetic Variation Occurs in Meiosis
 Crossing over: when chromosomes
are together there is a possible
exchange of genes during prophase I
Crossing over
• Only with the matching
chromosomes (both
chromosome #3, etc.)
• Crossing over produces
chromosomes that have a
combination of
chromosomes that didn’t
exist before!
crossing-over:
A process where ends of homologous chromosomes
are swapped and exchanged during meiosis.
Discuss…
 In your model, what is the genotype of each
sperm for eye color and wing color?
 What other genotypes are possible?
Summative Project!
 Create a Flipbook showing Meiosis
 15 points
 Due Friday, January 6th (3rd day back at school)
Flipbook Meiosis—15 summative points
Due Monday!!
Directions:
1. Create a flipbook that illustrates meiosis!
a.
In a cell with 2 pairs of chromosomes. (2n=4)
2. Should be at least 18 pages
3. Needs to show crossing over
4. Labeled phases
5. “n” number in cells
What would happen if during meiosis
the chromosomes don’t go to the right
places?
What is independent
assortment?
Flipbook Meiosis—15 summative points
Directions:
1. Create a flipbook that illustrates meiosis!
a.
In a cell with 2 pairs of chromosomes. (2n=4)
2. Should be at least 18 pages
3. Needs to show crossing over
4. Labeled phases
5. “n” number in cells
What is nondisjunction?
Nondisjunction occurs when one
gamete receives both chromosomes and
the other receives none.
Specifically Down’s, Klinefelters, Turner’s, Syndrome
Add all of these to your Ch. 7 Glossary
 1.















Aneuploidy:
2. Anaphase:
3. Carriers:
4. Cytokinesis:
5. Diploid:
6. Egg:
7. Embryo:
8. Fertilization:
9. Gametes:
10. Gene Pool:
11. Haploid:
12. Inheritance:
13. Karyotype:
14. Meiosis:
15. Metaphase:
16. Mitosis:
 17. Pedigree:
 18. Principle of Independent










Assortment:
19. Probability:
20. Prophase:
21. Punnett Square:
22. Replication:
23. Segregation:
24. Sperm:
25. Telophase:
26. True breeding
27. Trisomy:
28. Zygote:




29. Sex-Linked
30. Autosomal Dominant
31. Autosomal Recessive
32. X-Linked Recessive
Down’s Syndrome
People with Down's Syndrome have 3
copies of chromosome 21 instead of 2.
 This changes the physical and intellectual
characteristics of this individual, the extent
varies, no one is affected the same way
 a Downs person would be Triploid (3n)


Nondisjunction Flash
Karyotype
Photo of chromosomes in a cell and
arranged by size in order to analyze
TripleX Syndrome - XXX
Taller than normal
 Lower weight than average
 Increase in learning disabilities & language
delays

Turner’s Syndrome - X
Short stature
 Swelling of limbs
 Broad chest
 Low hairline
 Low-set ears
 Sterile
 Increased weight
 Webbed neck

Klinefelter’s Syndrome XXY
is a chromosomal abnormality which
affects males, who carry an extra one or
more X chromosomes.
 This can lead to a variety of physical and
physiological characteristics.

– Sterile males
– Smaller male organs
– Some breast tissue may form
“Supermale” - XYY
Taller than normal
 More severe acne
 Increase in learning disabilities & language
delays

Tetrasomy X - XXXX
Small mouth
 Cleft palate
 Delayed or absent
teeth
 Taller than normal
 Curvature of the
spine
 Lower than average
IQ
 Language delays

Pentasomy X - XXXXX
Only 25 females have been
discovered
 Cleft palate
 Dental abnormalities
 Webbed neck
 Hands and feet are small with
overlapping toes
 Scoliosis

Class Time
 Complete the Non-Disjunction section in your
OneNote
Work on your Meiosis Flip-book
Directions:
1.
2.
3.
4.
5.
Create a flipbook that illustrates meiosis!
Should be at least 18 pages
Needs to show crossing over
Labeled phases
“n” number in cells
DMA – 1/5/12
 Explain how an egg could end up
missing a chromosome.
Experience with Punnett Squares
1 – No experience at all
2 – very basic
3 – ok, but need some review
4 – pretty good
5 - expert
Explain II: All about Alleles
Punnett Square: A diagram geneticists use to predict...
 The genotypes the offspring could have.
 The phenotypes the offspring could have.
 Predict the possibility of both phenotypes and
genotypes of the offspring.
A few tips for today…
 Use the dominant feature to choose a symbol
 Ex. Tall vs. Short plants
 Tall is dominant
 What letter should the symbol be?
 Possible genotypes?
TT Tt
tt
 What would the phenotypes be?
Punnett Sample
 If tall is dominant over short plants and 2
heterozygous plants are bred, what would be the
punnett square?
Practice Problem #1
 In purple people eaters, one-horn is dominant and
no horns is recessive.
 Draw a Punnet Square showing the cross of a purple
people eater that is heterozygous for horns with a
purple people eater that does not have horns.
 Summarize the genotypes & phenotypes of the
possible offspring.
Practice Problem #2
 Let’s look at the whisker length in seals. Long
whiskers are dominant over short whiskers.
 a) What percentage of offspring would be expected
to have short whiskers from the cross of two longwhiskered seals, one that is homozygous dominant
and one that is heterozygous?
Practice Problem #2
 Let’s look at the whisker length in seals. Long
whiskers are dominant over short whiskers.
 b) If one parent seal is pure long-whiskered and the
other is short-whiskered, what percent of offspring
would have short whiskers?
Class Time
 Work your way through the Part 1: Punnett Squares
page in your OneNote
 Make sure that your Flip-book is ready for tomorrow!
Explain II: All about alleles
 Objective: Traits that are exhibited in
individuals are passed down from parent to
child by alleles which are predicted by
punnett squares.
What are genes and where did your’s come
from?
Activity
 Please turn to page 369 in your textbook.
 Let’s read the introduction paragraphs
together.
 Write “Process and Procedure/Part I: Punnett
Square” on your paper.
 Read P & P, #1.
 As review, follow along with your instructor to
complete the punnett square example, #2-4 on
pages 370-371.
Discuss:
Why do you think a Punnett square is a useful
predictive tool? Describe in what ways you
think the usefulness of a Punnett square might
be limited.
DMA – 1/6/12
Dad has a genotype of TTRr, what is the probability that
his sperm will have the following genes:
TR
B. Tr
C. tr
D. tR
A.
DMA – 1/6/12
Are genotypic and phenotypic ratios
always the same? Why or why not?
Turn in your Flipbooks to the green bin.
FYI – HW check on Monday / Tuesday
Part II - Making a Human
 Let’s read the introduction paragraph on page 372
 Now let’s figure out our own traits!
Part II - Making a Human
Create a table like this for 2a:
Traits
Traits
Next Step
 Figure out your potential genotypes!
 Complete 2 a & b
Part II - Making a Human
 Now we are going to work as lab technicians to
determine to the genotypes and phenotypes of an
embryo!
 With your elbow partner, decide who is in charge
of the egg cell and who is in charge of the sperm
cell
 Send one person up to gather both “cells” and a
pair of scissors per table
What is an example of
nondisjunction?
Part II - Making a Human
 Write down the starting genotype of the father and
mother
 Cut them in half, shuffle, select one at random
 Record each selected allele in the chart
 Fill in the resulting genotype and phenotype
Part II - Making a Human
Complete the remaining traits:
 Dimples
 Ear lobes
 Mid-digit Hair
 Freckles
 Number of Fingers
 Chin
 Taster of Sodium Benzoate
 Albinism
 MMD
DMA – 1/9/12
 Why don’t more people have 6 fingers on
each hand when that is the dominant trait?
 Don’t forget to fill out the KROS form for
this week!
Helpful Reminders:
 Remember that you need to save the “selected” traits!!
 The alleles that are not selected can be recycled.
 Record, Record, Record!!!
 There are multiple places that required you to write
down your information. Make sure to record along the
way.
Part II - Making a Human
Complete the remaining traits:
 Dimples
 Ear lobes
 Mid-digit Hair
 Freckles
 Number of Fingers
 Chin
 Taster of Sodium Benzoate
 Albinism
 MMD
Part II - Making a Human
 Once all teams are completed, we will move on as a
class to complete the second generation table
 If you haven’t already, pair up your chromosomes in their
stacks
 Pretend the in vitro child has grown up and is now
married and going to have a child
 Now your team needs to find another team of the
opposite sex
 Using your current chromosomes (as selected by the
first generation) select the genotype of the new child
 Record in your OneNote!!
Reflect and Connect…
 Please answer R & C questions #2 and 4 on
page 376 using complete sentences.
Answer R & C questions #2 & 4
from pg. 376 in your OneNote from
yesterday’s activity, use complete
sentences.
Get ready to party!
(then work)
Page 381 & 383
 Define:
 Sex-Linked
 Carried on one of the sex Chromosomes (X or Y)
 Autosomal Dominant
 Dominant allele carried on the autosomes (1-22)
 Autosomal Recessive
 Recessive allele carried on the autosomes (1-22)
 X-Linked Recessive
 Recessive allele carried on the X chromosomes
Sex-Linked Traits
 What is a Sex-Linked
Trait (X-linked traits)?
 How is the X
chromosome inherited?
 How does the
inheritance of the
chromosome affect the
phenotype?
 Genes found only on the X
chromosome.
 X’s can be inherited by males
and females.
 Males receive one X from
mom.
 Females receive two X’s one
from mom and one from dad.
 Males are more affected.
 Males do not have ability
to mask a recessive allele.
Sex Linked Traits
Color Blindness is X-linked recessive:
About 8% of males are colorblind while only .5% of females!!
Sex Linked Problems
 If a woman has normal vision (not a
carrier) marries a man who is colorblind,
what is the probability they will have a
child that is colorblind?
Hemophilia
 Hemophilia is a blood clotting disorder due to an X-
chromosome mutation.
 X-linked Recessive
What will be the results of mating between a carrier
female and a normal male?
Male Pattern Baldness
If a male wanted to predict his chances of baldness in
the future, what relative will they be able to look to for
the answer?
X-Linked Recessive
What are the genotypes for the following individuals?
Fill in the chart found in your OneNote
XB = normal hair growth
Phenotypes
Normal Haired
Male
Bald
Male
Normal Haired
Female
Carrier
Bald
Female
Female
Xb = baldness
Genotypes
XBY
XbY
XBXB
XBXb
XbXb
Sex Linked Problems

If a woman has normal vision (is a carrier for
colorblindness) marries a man who has normal
vision, what is the probability they will have a
child that is colorblind? What would be the sex of
those children?
Sex Linked Problems

If a woman that is colorblind marries a man
who has normal vision, what is the probability
they will have a child that is colorblind? What
would be the sex of the those children?
Class Time
 Complete the Sex-Linked Traits worksheet in your
OneNote
Why can’t boys be carriers for sex
linked traits?
Specify Genetic Information
 Type of Chromosome
 Autosomal: not on a sex chromosome
 X-Linked: located on an X chromosome
 Y-Linked: located on a Y chromosome (rare)
 Type of Trait
 Dominant: Trait is expressed in every generation
 Recessive: Trait might skip generations as it is “hidden”
in their code
Pedigree
Pedigrees use
common
symbols to
represent.
Autosomal Dominant
Page 382
 For each of the Pedigrees, what pattern do you see?
 A:
 B:
 C:
 Based on these patterns, can you figure out which one
is autosomal recessive, autosomal dominant, and Xlinked? How do you know?
 You should tell me how for each pedigree!
Pedigree Examples…
 Decide with your group what type of genetic trait is
displayed in the following pedigrees.
 Remember that you should reference the type of trait
and the type of chromosome.
Autosomal Dominant
 Y-linked Dominant
 X-linked Recessive
 Who could be carriers in this pedigree?
What type of pattern would help you
identify an x-linked recessive trait?
 X-linked Dominant
Autosomal Dominant
Class Time
 Complete Part 2: Making a Pedigree (page 385)
 Work your way through creating a pedigree for Ben.



Assume that if colorblindness is not mentioned then that
person has normal vision
Make sure to identify carriers
Label Ben and Chris
 Reflect & Connect Questions 1 & 2
 Get ready for the HOMEWORK CHECK on Tuesday
 All done? Practice with Drag & Drop Pedigrees on
Moodle
DMA – 1/24/12
 Could 10, 11 or
12 be carriers?
Why or why
not?
Class Time
 Study Guide is now OPEN on Moodle
 I will be coming around for a HW Check 
Evaluate: Passing Genes-Who Gets What?
 Read the intro  P&P 2.b as a class.
 You will be sharing a trait with your “elbow” tablemate.
 Pick one card out of the beaker and that is your trait
Class Time
 Work your way through steps 1-4 today
DMA  What makes a trait “sex linked”?
Evaluate: Passing Genes-Who Gets What?
 Today you will continue work on your genetic trait.
 The first part (question 5) can be worked on with your
partner.
 The rest (questions 6-8) needs to be completed
individually.
AA
Aa
aa
XAY
Xa Y
XAXA
XAXa
Xa Xa
Could 10, 11 or 12
be carriers?
Why or why not?
Picture for test question