GENETICS
CHAPTER 11
AGENDA
• DO NOW
• REVIEW Test
• Reflection
• Preview upcoming unit
-Video
-News Article with Quiz
-Foldable
Closing Reflections
WHAT IS GENETICS?
• https://www.youtube.com/watch?feature=player_
detailpage&v=bVk0twJYL6Y
PREVIEW READING
• Chapter 11
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Outline the chapter
Write down subtitles
Write down key points in BOLD
Write down key words in BOLD
You are NOT reading the chapter
Look at the pictures
• Do you recognize any pictures? If so which ones.
• Students know an inherited trait can be determined
by one or more genes.
• Students know plant and animal cells contain
thousands of different genes and typically have two
copies of every gene. The two copies (or alleles) of
the gene may or may not be identical, and one
may be dominant in determining the phenotype
while the other is recessive.
AGENDA: DAY 1
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Do Now
Essential Questions
Start Human Trait Lab
Notes
Finish Part to of Lab
Exit Ticket
DO NOW
What is inheritance?
Your GENES 
ESSENTIAL QUESTIONS
SOME IDEAS 
• Why is my brother taller than me?
• Why is my sister prettier?
HUMAN TRAIT LAB
• Noise Level-Quiet
• Work with partner
• Use a pencil
• WORTH 50 points!
10 minutes to answer #1-4
then STOP 
CLASS DATA COLLECTION
Number of students with Form #1
• A. Earlobes
• B. Dimples
• C. Chin
• D. Hairline
• E. Finger hair
• F. Thumb
Number of students with Form #2
FINDING FREQUENCY
(# of students with trait Divided by Total #of students in the class) X100
Example: 4 students have Form 1 of Earlobe, class size 20
4/20=0.2
0.2X100= 20
HOW TO MAKE A BAR GRAPH
1st collect data
2nd Draw X and Y axis
3rd Label the X axis
4th Label the y axis
5th Draw your Bar Graph
6th Interpret data
*THEN STOP
USE PENCIL!
NOTES
REMINDER: During notes you are silent while the
teacher is talking. If you have a question or comment
raise your hand and wait silently to be called on.
Write notes on your note template and attach it to
your notebook 
WHITE BOARDS WILL BE USED
GREGOR MENDEL
• Father of Genetics
• Principles of inheritance
• Principle of segregation
• Principle of independent
assortment
INTRO TO GENETICS
Fertilization: part of sexual reproduction
where male and female reproductive cells
join together to form a new cell
• .
TRAIT
• A specific characteristic that varies from one
individual to the next
Think Box: What are some examples?
*Mendel studied different traits such as seed color
& plant height
PRINCIPLE OF DOMINANCE
• Some Alleles are dominant and others are recessive
• Dominant- will always exhibit the trait
• True breeding: organisms that produce
offspring identical to themselves if
allowed to self pollinate
• Cross Pollination: Cutting away the
pollen-bearing male parts and dusting
pollen onto another flower
HYBRID
• Offspring of crosses between parents with different
traits
* Mendel crossed green and yellow seed
EXAMPLES…
GENES & ALLELES
Genes: sequence of DNA that codes for a protein
and thus determines a trait
Ex: Height
Alleles: one of a number of different
forms of a gene
Ex: Tall or Short
SEGREGATION
• Alleles segregate from each other during the
formation of the sex cells
Gametes =Sex Cells
NOW FINISH LAB
• Complete Page 2 with you partner
• Quietly
• DUE ON TUESDAY 2/17
• * see me during my office hours if you need extra help
EXIT TICKET
Complete Silently
When the bell rings turn it in to the bin 
Explain your answers
AGENDA DAY 2
• Probability and Punnett Squares
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Do Now
Review Exit Ticket
IBE: Finish Lab
IML Notes
AP: Punnett Squares Practice
Closure: Exit Ticket
DO NOW
• Table of Contents
• 2/17
Genetics
• Who is Gregor Mendel?
P.__
WHO IS GREGOR MENDEL?
FINISH LAB REPORT!
• If you are finished help a classmate!
• Get your work checked by Ms. Meek 
NOTES
REMINDER: During notes you are silent while the
teacher is talking. If you have a question or comment
raise your hand and wait silently to be called on.
Write notes on your note template and attach it to
your notebook 
PROBABILITY
• The likelihood that a particular event will occur
Example: Coin Flip
½ or 50%
• Think Box: If you flip a coin three times in a row what
is the probability that it will land head up every
time?
• ANSWER: ½ X ½ X ½ = 1/8
PRINCIPLES OF PROBABILITY
• Using the principles of probability can be used to
predict the outcome of genetic crosses
PUNNETT SQUARES
Used to predict and compare the genetic
variations that will result from a cross
• Letters in the Punnett square represent alleles
Capital Letters (T)= Dominant alleles
Lower case Letters(t)= Recessive alleles
HOMOZYGOUS VS. HETEROZYGOUS
• Homozygous: have two identical alleles for a
particular trait Ex: TT or tt (true breeding)
• Heterozygous: have two different alleles for the
same trait
Ex: Tt (hybrids)
PHENOTYPE VS. GENOTYPE
• Phenotype: Physical characteristics (OBSERVABLE)
• Genotype: genetic make up
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PROBABILITIES PREDICT AVERAGES
• The larger number of offspring the closer the
resulting numbers will get to expected values
• Think of the coin flip…
DETERMINING TRAITS
• Practice with Punnett Squares
• Complete Worksheet individually
• Compare answer with your lab partners
EXIT TICKET
Independently
Silently
Turn into the bin when you finish
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STUDENTS SHOULD KNOW
• 3b: Students know the genetic basis for Mendel's laws of
segregation and independent assortment.
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• 2:3 SWBAT define allele and gene, and explain how a
dominant allele is expressed, and a recessive allele
remains hidden.
• 2:4 SWBAT diagram how alleles sort into separate
gametes (Mendel’s law of segregation).
• 2:5 SWBAT explain that during meiosis, alleles of different
genes assort independently of one another during
gamete formation (Mendel’s law of independent
assortment).
DAY 3
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Do Now
Review Exit Ticket
Preview Article
Notes
WS from book
3-2-1
INDEPENDENT ASSORTMENT
• Independent assortment:
Genes segregate independently
Example: genes for seed shape and seed
color in pea plants do not influence each
others inheritance
PRINCIPLE INDEPENDENT
ASSORTMENT
• States that genes for different traits can segregate
independently during the formation of gametes.
Gametes = sex cells
Helps account for many genetic variations observed
in plants, animals and other organisms
EXCEPTIONS
• Majority of genes have more than 2 alleles
• Many traits are controlled by more than 1 gene
• Some alleles are not dominant or recessive
INCOMPLETE DOMINANCE
• One allele is not completely dominant over another
Example: Four o’ clock plants
RR-RED
WW-WHITE
RW-PINK
CODOMINANCE
• Both alleles contribute to the phenotype
EXAMPLE: Chickens
BB-BLACK
WW-WHITE
BW- Black and White
MULTIPLE ALLELES
• Many genes have more than one allele
• More than two possible alleles exist in a population
Single Gene-at least four alleles
Example: Humans-Blood Type
POLYGENIC TRAITS
• Means “having many genes”
• Traits controlled by two or more genes
show a wide range of phenotypes
Example:
Skin color in humans
• More than four different
genes control this trait
DROSOPHILA MELANOGASTER
• Common Fruit Fly
*produce plenty of offspring very quickly
EXTRA REVIEW
• The next few slides have extra examples 
• Please pay attention and be ready to answer
questions
DOMINANT AND RECESSIVE
INHERITANCE
• In dominant and recessive inheritance, there are two alleles
and one is dominant over the other. It masks the form of the
trait of the recessive allele.
DOMINANT AND RECESSIVE
INHERITANCE
Example Problem: In pea plants, purple flower
color is dominant over white flower color. A
male homozygous dominant flower is crossed
with a white flower. What is the probability of
their offspring having white flowers?
p
p
P
P
Pp
Pp
Pp
Pp
Answer: all offspring
have a genotype of Pp
and a phenotype of
purple flowers. There is a
0% probability of their
offspring having white
flowers.
DOMINANT AND RECESSIVE
INHERITANCE
• Practice problem: Cross a parent that is
heterozygous for purple flower color and a
parent that has white flowers. Write the
percentage of all the phenotypes and
genotypes.
P
p
p
Pp
pp
p
Pp
pp
Phenotypes:
Purple – 50%
White – 50%
What is the probability that their children will have purple flowers?
50% probability
CODOMINANCE

In codominance, there are two alleles and neither is
dominant over the other. They are both expressed.
CODOMINANCE
• Example problem: A species of pig can be
white (WW), black (BB), or white with black
spots (WB). A white male pig is bred with a
black female. What are the likely genotypes
W
Wthe offspring?
and phenotypes
of
B
WB
WB
B
WB
WB
Answer:
WB – 100% probability
White with black spots –
100% probability
CODOMINANCE
• Practice Problem: Two pigs, both white with
black spots, reproduce. What percentage
of their offspring do you expect to be black?
W
B
W
WW
WB
B
WB
BB
Black phenotype is
produced by BB
genotype. There is a
25% chance that the
offspring would be
black.
INCOMPLETE DOMINANCE
• Incomplete dominance is when two alleles are
expressed as a blend of the two.
INCOMPLETE DOMINANCE
• Example problem: In humans, there are two
alleles for hair type: curly (C) and straight (S).
If an individual has one curly and one
straight allele (CS), they will have a wavy
phenotype. A father with curly hair (CC)
C who with
C straight hair (SS)
and female
Answer: All offspring
reproduce.
S
CS
CS
S
CS
CS
have a genotype of CS,
which produces a
phenotype of wavy
hair.
INCOMPLETE DOMINANCE
• Practice problem: There are three types of a
species of fish: blue (BB), yellow (YY), and
green (BY). What two parents will produce
B
only green offspring?
B
Y
BY
BY
Y
BY
BY
In order to produce all
green offspring, the
parents must be blue
(BB) and yellow (YY)
DAY 4
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Do Now
Review/ Announcements
Genetics Review
Open Note quiz
Instant Feedback
RAFT
• Period 3,5 Sub Review from last Friday
• Period 2,4,6,7 Sub News for Friday and Video
RAFT
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Role: Student
Audience: Ms. Meek
Format: Formal Letter
Topic: Reflect on your current grade. How can you
help yourself improve? How can Ms. Meek help
you?
• In at least 5 complete sentences
DAY 5 MEIOSIS
• Students know meiosis is an early step in sexual
reproduction in which pairs of chromosomes
separate and segregate randomly during cell
division to produce gametes containing one
chromosome of each type.
DAY 5 AGENDA
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Do Now: Do you think all cells divide the same? why
Announcements
Need IBE
Video (11 minutes)
Practice: Worksheet
Exit Ticket: Write about it
THINK ABOUT IT
MENDEL’S PRINCIPLES
• Each organism must inherit a single copy of every
gene from each of its “parents”
• When an organism produces is own gametes, those
two sets of genes must be separated from each
other so that each gamete contains just of set of
genes.
FERTILIZATION AND SEX
CHROMOSOMES
OBJECTIVES
• SWBAT explain how unique genetic combinations in
diploid zygotes are created through fertilization of
haploid gametes.
• SWBAT explain why half of an individual’s DNA
comes from each parent.
• SWBAT to explain how an individual’s sex is
determined.
AGENDA 3/10-3/11
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Review Lab Key Points
IBE-video
Notes
Activity-Stand up if…
Exit Ticket- RAFT genetic engineering
VIDEO
• Answer these question for each video
• What is this video about?
• What organisms were mentioned?
• Do you agree with the video?
• Write one question you have
WHY GENETICS…
• In the future, doctors and scientists hope to use our
genetic information to diagnose, treat, prevent and
cure many illnesses. Genes are instructions, which
tell your body how to make all the proteins it needs
to survive and grow. By identifying each of these
proteins, scientists hope to better understand how
your body works, and what is happening when it
doesn't work properly. They hope this knowledge
will eventually lead to more effective medicines
and treatments.
NOTES
• Take out note template
KARYOTYPE: COMPLETE SET OF
CHROMOSOMES IN A CELL,
ORGANIZED BY NUMBER, SIZE, AND
TYPE
TYPES OF CHROMOSOMES
•Autosomes= 44 of total
•Sex chromosomes= 2 of total
AUTOSOME
any chromosome that is not a sex chromosome
SEX CHROMOSOME
• Determine sex
• Male = XY
• Female = XX
WHO DETERMINES THE SEX OF
OFFSPRING?
• Male’s sperm because the male can either give offspring
an X or Y chromosome.
WHO DETERMINES THE SEX OF AN
OFFSPRING?
Male= XY
X
Female=
Y
X
XX
X
PEDIGREE CHART
• Shows the relationship within a family
• Think Box: Imagine you are a genetic counselor
Help solve the question on p.343
PRACTICE
GENES AND ENVIRONMENT
• Phenotype of an organism is only partly determined
by a genotype
• Many traits are strongly influenced by
environmental, or nongenetic factors including
nutrition and exercise
SEX- LINKED GENES
• Genes located on the sex
chromosomes
• Scientists know of more
than a 100 sex-linked
genetic disorders on the X
chromosome
COLORBLINDNESS
3 Genes associated with colorblindness on the X
chromosome
• Red-green colorblindness is found in 1 in 10 males
and 1 in 100 females
• Why do you think it is more common in males?
Males just have one X chromosome. Thus, all XLinked alleles are expressed in males even if they are
recessive.
CHROMOSOMAL DISORDER
• Change in the number of chromosomes or the
structure of chromosome(s) that leads to a
physical abnormality.
• Occurs because of errors during meiosis.
• Nondisjunction: “not coming apart” homologous
chromosomes fail to separate
NORMAL KARYOTYPE
DOWN SYNDROME
KLINEFELTER’S SYNDROME
TURNER’S SYNDROME
EDWARD’S SYNDROME
PATAU SYNDROME
VIDEOS
• Careers in genetics!
• Genetic engineering
EXIT TICKET
AGENDA 3/12-3/13
• Review Day
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Do Now
Review
Clicker Game
Preview Test
Study Guide
AGENDA 3/16,3/17,3/18
• TEST!!! PREVIEW NEXT UNIT ECOLOGY
• 2b: Students know only certain cells in a multi
cellular organism undergo meiosis.
• 1:4 SWBAT describe the types of cells that undergo
meiosis in multicellular organisms.
• 2c: Students know how random chromosome
segregation explains the probability that a particular
allele will be in a gamete.
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• 1:7 SWBAT explain the process of crossing over during
prophase 1 of meiosis.
• 1:8 SWBAT describe the consequences of crossing over
during prophase I of meiosis.
• 2:6 SWBAT produce gametes from monohybrid and
dihybrid genotypes.
• 2:7 SWBAT calculate the probability of a particular allele
being found in a gamete.
• 2d: Students know new combinations of alleles may
be generated in a zygote through the fusion of
male and female gametes (fertilization).
• 2:1 SWBAT define fertilization and describe
chromosome number during fertilization.
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• 2e: Students know why approximately half of an
individual's DNA sequence comes from each
parent.
• 2:2 SWBAT explain that during fertilization, half the
DNA of the child comes from the gamete of one
parent, and the other half comes from the gamete
of the other parent.
• 2f: Students know the role of chromosomes in
determining an individual's sex.
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• 2:15 SWBAT define autosomal and sex
chromosomes, and locate them on a karyotype.
• 2:16 SWBAT predict the possibility of producing a
male or female based on the parent’s sex
chromosomes (and a Punnett’s Square).
• 2g: Students know how to predict possible
combinations of alleles in a zygote from the genetic
makeup of the parents.
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• 2:8 SWBAT define and give examples of genotypes
and phenotypes.
• 2:9 SWBAT define and give examples of
heterozygous, homozygous dominant and
homozygous recessive genotypes.
• 2:11 SWBAT predict possible genotypes of children
based on the genotypes of the parents using
autosomal inheritance (and a Punnett’s Square).