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Bio 9B: Friday, 3.19.10 Title: Introduction to Genetic Inheritance and Variation. Homework: Give me your Notebooks at the end of class (After the Do Now and the Genetics Overview)!!!! Finish drawing your baby! Do Now: - PowerPoint PPT Presentation
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Bio 9B: Friday, 3.19.10Title: Introduction to Genetic Inheritance and Variation
Homework: Give me your Notebooks at the end of class (After
the Do Now and the Genetics Overview)!!!! Finish drawing your baby!
Do Now: How can an error in meiosis result in abnormal
chromosome numbers in people? Nondisjunction Videos
Today’s Objectives: Experiment with probability to see the diversity of
offspring that can be made through sexual reproduction
Karyotyping Activity – Part II Review
Nondisjunction Videos
MENDELIAN GENETICS &GENETIC INHERITANCEBiology 9
Moretti and Dickson
Genetics Overview
The study of gene inheritance and variation
Answers big questions like: How are traits inherited? Why do offspring look similar to their
parents but not exactly like their parents? How do we have so many different types of
organisms and so much genetic variation?
Objectives for Class:• Experiment with probability to see the diversity of offspring that can be made through sexual
reproduction
Mendelian Genetics and Probability
New Vocabulary: Dominant and Recessive Genotypes and Phenotypes
Objectives for Class:• Experiment with probability to see the diversity of offspring that can be made through sexual
reproduction
New Vocabulary: Dominant and Recessive
Dominant: The allele that is always expressed as a trait if it is present
(regardless of other alleles) Recessive:
The allele that is only expressed as a trait if the dominant allele is not present
Mendelian Genetics and Probability
Objectives for Class:• Experiment with probability to see the diversity of offspring that can be made through sexual
reproduction
Evidence:
True-breeding yellow x True-breeding green
(YY) (yy)
All yellow offspring (Yy)
New Vocabulary: Genotypes and Phenotypes
Genotypes: The genetic make-up of an organism The combination of alleles
Phenotypes: The expressed physical characteristics The “Trait”
“Phenotypes are the sum of Genotypes + Environment”
Mendelian Genetics and Probability
Objectives for Class:• Experiment with probability to see the diversity of offspring that can be made through sexual
reproduction
“Makin’ Babies”: Mendelian Genetics & Probability
Use the “Genotype Data Table” to determine the Traits of your baby by flipping the coin a total of two times for each trait (once for each allele). Heads = Dominant and X Tails = Recessive and Y
For example: Face shape = R, so heads=R and tails = r
Write the combination of the alleles in the box next to the trait. This is the Genotype for each trait
Then, go to the Phenotype chart Determine the Phenotype based on the Genotype from page 1 For example: if you flipped two RR for face shape, the phenotype
would be Round After all of the Phenotypes are determined, draw your baby by using the
traits from the Phenotype chartObjectives for Class:• Experiment with probability to see the diversity of offspring that can be made through sexual
reproduction
Bio 9B: Monday, 3.22.10Title: Genetic Inheritance and Variation
Homework: Complete the analysis questions for the Makin’
Babies Activity
Do Now: Learning how to use the “CLICKERS” Actual Do Now in a few slides…
Today’s Objectives: Differentiate between genotypes and phenotypes Experiment with probability to see the diversity of
offspring that can be made through sexual reproduction
Learning how to use the “Clickers”
What are they? Audience response tools that allow you
to enter your response/ answer by “clicking” the handheld response card (sort of like Jeopardy).
Why are they cool? Everyone can participate in class! You can answer questions from class
without waiting to be called upon! In seconds, we can determine how
many people really understand what we are doing and adjust accordingly to meet the needs of the class!
Learning how to use the “Clickers”
How do they work? Each of you will get a clicker
assigned to you (based on your last name position in the alphabet).
Every day you come to class, you will take your Clicker from the Clicker rack and sit down.
As I post slides that have questions for you to answer, you will “click” your answer on the handheld Clicker.
Your response goes right to the computer where software records the responses, tabulates the numbers of responses, and creates graphs to show how the class responds.
Your Clicker Number:Write it on the FRONT of your notebook
Clicker Number
Student Name
1 Adel2 Jisraele3 Christina4 Rachelle5 Gabrielle6 Wilson7 Weston8 Loic9 Jefferson
10 Yikaalo11 Jennifer12 Sophia13 Mildred
Clicker Number
Student Name
14 Danika15 Reggie16 Josh17 Andrew18 Ruth19 Scarlett20 Emma21 Clamentina22 Nick23 Chyneree24 Graceann25 Djinnie
Now…
Get your clicker Once everyone has their clicker…
Hold down the Channel button for a few seconds
Press ZERO and then TWO Press Channel again
(This will set your clicker to the proper channel)
DO NOW: Does this picture show GENOTYPES or PHENOTYPES? “Click” your answer…
A. GenotypesB. Phenotypes
Objectives for Class:• Differentiate between genotypes and phenotypes
Vocabulary Review
Genotype:
genetic make-up/combination of alleles (Ex: AA, Aa, or aa)
Phenotype:
The traits that an organism has (Ex: purple flowers or white flowers)
Trait:
a specific characteristic that varies between individuals (Ex: flower color)
Objectives for Class:• Differentiate between genotypes and phenotypes
Vocabulary Review
Fill in the blanks…
Which allele is dominant? Recessive? How do you know? Purple (A) = Dominant White (a) = Recessive
What is the phenotype?
What is the phenotype?
What is the genotype?
Objectives for Class:• Differentiate between genotypes and phenotypes
New Vocabulary: Homozygous and Heterozygous
Homozygous: Two of the same allele for a particular trait are present
Ex: RR = Round Face Ex: rr = Square Face
Heterozygous: Two different alleles for a particular trait are present
Ex: Rr = Round Face
Mendelian Genetics and Probability
Objectives for Class:• Experiment with probability to see the diversity of offspring that can be made through sexual
reproduction
Now we will use the Clickers to collect the Class Results for question 4.
To do this, enter in your baby’s phenotype for each of the following traits:
Face Shape Cleft Chin Widow’s Peak Earlobes Gender
As we address each trait, write the percentages for each phenotype in the Class Results chart.
Use this data to complete analysis question #4.
“Makin’ Babies”: Review and Analysis (w/ the Clickers)
Objectives for Class:• Experiment with probability to see the diversity of offspring that can be made through sexual
reproduction
Phenotype Class Results:What is the face shape of your baby?
1 2
27%
73%1. Round (dominant)
2. Square (recessive)
Objectives for Class:• Experiment with probability to see the diversity of offspring that can be made through sexual
reproduction
1 2
14%
86%
Phenotype Class Results:Does your baby have a cleft chin?
1. No, it’s absent (dominant)
2. Yes, it’s present (recessive)
Objectives for Class:• Experiment with probability to see the diversity of offspring that can be made through sexual
reproduction
Phenotype Class Results:Does your baby have a widow’s peak?
1 2
23%
77%1. Yes, it’s present (dominant)
2. No, it’s absent (recessive)
Objectives for Class:• Experiment with probability to see the diversity of offspring that can be made through sexual
reproduction
Phenotype Class Results:What kind of earlobes does your baby have?
1 2
32%
68%1. Unattached (dominant)
2. Attached (recessive)
Objectives for Class:• Experiment with probability to see the diversity of offspring that can be made through sexual
reproduction
Phenotype Class Results:What is the gender of your baby?
1 2
64%
36%
1. Girl (XX)2. Boy (XY)
Objectives for Class:• Experiment with probability to see the diversity of offspring that can be made through sexual
reproduction
Complete the Analysis Questions for the “Makin’ Babies” Activity
Please complete the questions on a separate sheet of paper…
3.23.10: Get Your Clicker…
Clicker Number
Student Name
1 Adel2 Jisraele3 Christina4 Rachelle5 Gabrielle6 Wilson7 Weston8 Loic9 Jefferson
10 Yikaalo11 Jennifer12 Sophia13 Mildred
Clicker Number
Student Name
14 Danika15 Reggie16 Josh17 Andrew18 Ruth19 Scarlett20 Emma21 Clamentina22 Nick23 Chyneree24 Graceann25 Djinnie
Bio 9B: Tuesday, 3.23.10Title: Genetic Inheritance & Variation - Mendel’s Principle of Segregation
Homework: Complete the Monohybrid Crosses Worksheet
Do Now: Get a clicker and answer the question Take out the Making Babies Analysis Questions
Today’s Objectives: Use Mendel’s Principle of Segregation to explain: How
can children show traits that their parents don’t have?
Use Punnett Squares to solve monohybrid crosses
Do Now: Which of the following terms applies to traits, such as eye color, that are controlled by more than one gene?
1. Codominant2. Polygenic 3. Recessive4. Dominant
Vocabulary Review
Fertilization: the joining of two
gametes in sexual reproduction
Zygote: a fertilized egg cell that
will grow and develop into an offspring
A human zygote, like most other human cells, contains 46 chromosomes. How many chromosomes does the a zygote receive from the mother?
1. 122. 233. 464. 92
In the diagram below, which process is fertilization?
1. Process A2. Process B
Some background on Mendel and what he did to advance genetics
You Don’t need to write this down:
Gregor Mendel studied genetics by doing experiments with pea plants.
He started with true-breeding plants, which he knew were homozygous for their traits.
Objectives for Class:• Use Mendel’s Principle of Segregation to explain: How can children show traits that their parents don’t have?
• Use Punnett Squares to solve monohybrid crosses
Objectives for Class:• Use Mendel’s Principle of Segregation to explain: How can children show traits that their parents don’t have?
• Use Punnett Squares to solve monohybrid crosses
You don’t need to write this down: Gregor Mendel studied genetics by doing
experiments with pea plants. He started with true-breeding plants,
which he knew were homozygous for their traits.
When he cross-bred these plants, he found that one phenotype was dominant over the other.
But when he cross-bred the offspring, the recessive phenotype reappeared!
How can we explain this??
Some background on Mendel and what he did to advance genetics
Mendel’s Discoveries
Principle of Segregation Principle of Independent
Assortment
Objectives for Class:• Use Mendel’s Principle of Segregation to explain: How can children show traits that their parents don’t have?
• Use Punnett Squares to solve monohybrid crosses
Mendel’s Discoveries: Principle of Segregation
Alleles segregate (separate) during meiosis so each gamete gets one allele
a a A A
a Aa
A
Two choices for gametes:A or a
Principle of Segregation (continued…)
This explains why the recessive trait reappears in the F2 generation…
In ¼ of the offspring.
Source of Gametes
In guinea pigs, rough coat (R) is dominant over smooth coat (r). A heterozygous guinea pig is mated with another heterozygous pig.What percentage of the next generation will have smooth coat?
1. 100%2. 50%3. 25%4. 75%
Bio 9B: Thursday, 3.23.10Title: Genetic Inheritance & Variation - Mendel’s Principle of Independent Assortment
Homework: Complete the calculations for the Part B and C analysis.
Complete conclusion questions 1 and 2. (note: different than assignment sheet).
Do Now: Homework Review: We need 3 volunteers to put problems 2,
3, and 4 on the side board Everyone else is “clicking” their answers to the questions on
the board
Today’s Objectives: Use Punnett Squares to solve monohybrid crosses Use Punnett Squares to solve dihybrid crosses Use Mendel’s Principle of Independent Assortment to explain how genetic
variation is created in individuals.
Double Block
Question 2 (d): What is the probability of purple flowers?
1 2 3 4
33%
0%
67%
0%
1. 25%2. 50%3. 75%4. 0%
Question 3 (C): If Ben and Jaelene has a child, what is the probability s(he) will have attached earlobes?
1 2 3 4
42%
0%0%
58%1. 25%2. 50%3. 75%4. 0%
Question 4 (b): A cross between a cow and a bull that both have red and white spots. What are the probabilities of a red calf?
1 2 3 4
78%
0%
13%9%
1. 25%2. 50%3. 75%4. 0%
Review: Principle of Segregation and Meiosis
AA
AaAaAaAa
A aA a
aaDiploid Cells
Segregation
Fertilization
Possible Haploid
Gametes
Possible Diploid Zygotes
Part A: Developing Your Hypothesis Use your knowledge of probability and inheritance to develop a
hypothesis for the percentages of two different phenotypes found in the F2 generation of corn offspring (seeds).
Part B: Investigating an actual F2
Test your hypothesis with an ear of corn. The kernels on these ears of corn are the F2 offspring from a cross that began with two parental varieties of corn with contrasting phenotypes (one yellow one purple).
Part C: Investigating Two Traits For this section you will see what happens when you look at the
inheritance of two separate traits? Mendel studied this by looking at seed color AND seed shape in pea plants – and that’s what you will do next, with an ear of corn.
“Counting Corn”: Genetic Crosses in Organisms
Objectives for Class:• Use Punnett Squares to solve monohybrid crosses• Use Punnett Squares to solve dihybrid crosses• Use Mendel’s Principle of Independent Assortment to explain how genetic variation is
created in individuals.
“Counting Corn”: Genetic Crosses in Organisms
Part A Procedure: Examine the pictures for corn kernel color and answer questions in your notebooksParent
(P1)
First Generation (F1)
Second Generation (F2)
Parent (P2)
X
X
“Counting Corn”: Genetic Crosses in Organisms Part B Data Table: Create in Notebooks
Phenotype Your Group’s Counts Class Count Totals
Yellow
Total Kernels ____________
Purple
Total Kernels ____________
Total # of Kernels Counted
Part A: Developing Your Hypothesis Use your knowledge of probability and inheritance to develop a
hypothesis for the percentages of two different phenotypes found in the F2 generation of corn offspring (seeds).
Part B: Investigating an actual F2
Test your hypothesis with an ear of corn. The kernels on these ears of corn are the F2 offspring from a cross that began with two parental varieties of corn with contrasting phenotypes (one yellow one purple).
Part C: Investigating Two Traits For this section you will see what happens when you look at the
inheritance of two separate traits? Mendel studied this by looking at seed color AND seed shape in pea plants – and that’s what you will do next, with an ear of corn.
“Counting Corn”: Genetic Crosses in Organisms
Objectives for Class:• Use Punnett Squares to solve monohybrid crosses• Use Punnett Squares to solve dihybrid crosses• Use Mendel’s Principle of Independent Assortment to explain how genetic variation is
created in individuals.
Bio 9B: Friday, 3.26.10Title: Genetic Inheritance & Variation - Mendel’s Principle of Independent Assortment (Moretti Absent – Sub-Plan)
Homework: Complete the Analysis and Conclusion Sections (should be
able to do this in class). Brainstorm the background information in your notebook
(clearly label this!). Type the background information section based on your brainstorm (don’t forget to make connections between the points).
Do Now: Get an ear of corn and complete the dihybrid analysis.
Today’s Objectives: Use Punnett Squares to solve dihybrid crosses Use Mendel’s Principle of Independent Assortment to explain
how genetic variation is created in individuals.
Part A: Developing Your Hypothesis Use your knowledge of probability and inheritance to develop a
hypothesis for the percentages of two different phenotypes found in the F2 generation of corn offspring (seeds).
Part B: Investigating an actual F2
Test your hypothesis with an ear of corn. The kernels on these ears of corn are the F2 offspring from a cross that began with two parental varieties of corn with contrasting phenotypes (one yellow one purple).
Part C: Investigating Two Traits For this section you will see what happens when you look at the
inheritance of two separate traits? Mendel studied this by looking at seed color AND seed shape in pea plants – and that’s what you will do next, with an ear of corn.
“Counting Corn”: Genetic Crosses in Organisms
Objectives for Class:• Use Punnett Squares to solve monohybrid crosses• Use Punnett Squares to solve dihybrid crosses• Use Mendel’s Principle of Independent Assortment to explain how genetic variation is
created in individuals.
Bio 9B: Monday, 3.29.10Title: Genetic Inheritance & Variation - Mendel’s Principle of Independent Assortment
Homework: Pass forward the monohybrid cross activity. Type the Background Info, procedure, purpose, and Part
A Hypothesis. Note: Brainstorm your background information section in your notebooks!
Do Now: Where are you with the Corn Lab? “Share-out” survey
on the side board.
Today’s Objectives: Use Punnett Squares to solve dihybrid crosses Use Mendel’s Principle of Independent Assortment to
explain how genetic variation is created in individuals.
Answering Corn Lab Questions Why Part A? How does Part A connect to Part B? How does having 2 traits change things?
Bio 9B: Tuesday, 3.30.10Title: Genetic Inheritance & Variation - Mendel’s Principle of Independent Assortment
Homework: Finish the Dihybrid Crosses Worksheet if you didn’t finish it
in class. Revise or complete Steps 5-9 of Part C on the Corn Lab if
you haven’t already, or if you can do a better job after today’s lesson on dihybrid crosses. Refer to the Dihybrid Crosses Worksheet for help if you need it.
Do Now: On the next slide…
Today’s Objectives: Use Punnett Squares to solve dihybrid crosses Use Mendel’s Principle of Independent Assortment to explain
how genetic variation is created in individuals.
In sheep, the allele for white wool is dominant (W) and the allele for black wool (w) is recessive. A farmer has mated two sheep for a few years and produced six offspring : 4 white and 2 black. One of the sheep has black wool and the other has white wool. Which of the following is likely the genotypes of the parent sheep?
1. WW and Ww2. WW and ww3. Ww and Ww4. Ww and ww
Quick Review from Yesterday
What is one difference between these two cells?
Which chromosome is homologous to this one? If we looked at human cells, how many pairs of
homologous chromosomes would they contain? Answer: 23 pairs (22 pairs plus the sex
chromosomes)
aa
A A
b b
BB
a a A A
Cell 1
Cell 2
A
B
A A aa
b bBB
A A aa
b b BB
A
B
a
b
a
b
or…
a
B
A
b
a
B
A
b
Four different possible gametes:AB ab Ab aB
Alleles for different genes segregate independently during meiosis.
In other words: If a gamete gets A or a, this doesn’t effect whether it gets B or b. Any combo is possible:Parent: AaBb
Possible gametes: AB Ab aB ab
This creates genetic diversity between gametes, and therefore a greater diversity of offspring.
Mendel’s Discoveries: Principle of Independent Assortment
Objectives for Class:• Use Punnett Squares to solve dihybrid crosses• Use Mendel’s Principle of Independent Assortment to explain how genetic variation is
created in individuals.
Bio 9B: Thursday, 4.1.10Title: Genetic Inheritance & Variation - Mendel’s Principle of Independent Assortment
Homework: Finish typing the lab for Monday. Complete the Mendelian Genetics Review packet
Do Now: Take out the Dihybrid cross HW worksheet Answer the question on the next slide…
Today’s Objectives: Use Punnett Squares to solve dihybrid crosses Use Mendel’s Principle of Independent Assortment to
explain how genetic variation is created in individuals.
From Q1: What are the four possible gametes for Suzy?
1. RrYy, RRYY2. RY, RY, rY, rY3. Rr, RR, YY, Yy4. RY, Ry, rY, ry
Today in Class: Finish Dihybrid work Make corrections to Dihybrid Cross Activity Collect class data for Part B Setting up our Dihybrid cross for Part C of the
corn lab/ finishing Part C Begin Mendelian Genetics Review Activity
“Counting Corn”: Genetic Crosses in Organisms
Objectives for Class:• Use Punnett Squares to solve dihybrid crosses• Use Mendel’s Principle of Independent Assortment to explain how genetic variation is
created in individuals.
example: dihybrid cross
Example: Dihybrid Cross(only write what’s in purple)
Unattached earlobe (E) is dominant over attached (e)
Black hair (B) is dominant over blond hair (b) What are the potential phenotypic
combinations?
Two parents are heterozygous for both traits:(1) Write the parent genotypes:
(2) What gametes can they make?
Example: Dihybrid Cross continued(3) Write the gametes along the sides of a
BIG Punnett Square (4 boxes x 4 boxes = 16 boxes)
(4) Use the Punnett Square to calculate probabilities!
What is the probability of having a baby with attached earlobes and black hair?
1 2 3 4
0% 0%
80%
20%
1. 1/162. 8/163. 3/164. 12/16
Remainder of Class: Make corrections to Dihybrid Cross Activity Collect class data for Part B Setting up our Dihybrid cross for Part C of the
corn lab/ finishing Part C Begin Mendelian Genetics Review Activity
“Counting Corn”: Genetic Crosses in Organisms
Objectives for Class:• Use Punnett Squares to solve dihybrid crosses• Use Mendel’s Principle of Independent Assortment to explain how genetic variation is
created in individuals.
Q3 from Dihybrid Activity: What is the probability that Charlie and Jennifer’s child will have a flat chin and bent pinkies?
1 2 3 4
19%
0%6%
75%1. 50%2. 25%3. 75%4. 0%
“Counting Corn”: Genetic Crosses in Organisms
Objectives for Class:• Use Punnett Squares to solve dihybrid crosses• Use Mendel’s Principle of Independent Assortment to explain how genetic variation is
created in individuals.
Remainder of Class: Collect and Review Class Data Setting up our Dihybrid cross for Part C of the
corn lab Begin Mendelian Genetics Review Activity
Table 1: Part B Class DataGroup % Yellow Corn % Purple Corn
1
2
3
4
5
6
7
8
9
10
11
12
“Counting Corn”: Genetic Crosses in Organisms
Objectives for Class:• Use Punnett Squares to solve dihybrid crosses• Use Mendel’s Principle of Independent Assortment to explain how genetic variation is
created in individuals.
Remainder of Class: Setting up our Dihybrid cross for Part C of the
corn lab Begin Mendelian Genetics Review Activity
Bio 9B: Monday, 4.5.10Title: Big Quiz Review Day – Genetics and Inheritance
Homework: Study for the BIG Quiz on Friday
Do Now: On the next slide…
Today’s Objectives: Review Genetics Content for Friday’s BIG QUIZ
(small test)
Do Now: Data Analysis Practice
Take out a calculator. Calculate the % of offspring with long wings. Show your work! Calculate the % of offspring with vestigial wings. Show your
work! Do you think vestigial wings are dominant, recessive, or co-
dominant? Why? What are the genotypes of the two long-winged fruit flies that were
crossed (mated) in this example?
Do Now: Analyzing Genetic Data % of Long Wings =
73 divided by 95 = 0.768 = 77% Long Wings
% of Vestigial Wings =
22 divided by 95 = 0.2316 = 23% Vestigial Wings
Vestigial Wings are…
Recessive because two parents with long wings had some babies with vestigial wings. This means the parents carried a copy of the vestigial allele but didn’t show it.
The two long-winged fruit fly parents are…Heterozygous (Aa x Aa)
What percent of the wings would you expect to be long?
1 2 3 4
0%
12%
84%
4%
1. 25%2. 50%3. 75%4. 100%
Why are the actual percents a bit different?
Have you completed the Mendelian Genetics Review Packet?
1 2
64%
36%
1. Yes2. No
Do you feel like you confidently answered the “challenge” questions in Part III of the Review Packet?
1 2 3
38%
15%
46%1. Yes2. Somewhat3. No
Big Quiz Review: Mendelian Genetics
Continue with the Mendelian Genetics Review Packet.
If you feel like you have confidently answered all of the questions, then complete an “extension” packet
Bio 9B: Tuesday, 4.6.10Title: Big Quiz Review Day – Genetics and Inheritance
Homework: Study for the BIG Quiz on Friday
Do Now: Go through the review guide and rank the topics on a
scale of 1-3 (1=IDK, 2=sort of know it, 3=definitely know this stuff).
When done, create a list of review topic questions in your notebook, starting with the topics that get 1s.
Note: we will NOT review in class on Thursday, but office hours will be Thursday evening.
Today’s Objectives: Review Genetics Content for Friday’s BIG QUIZ (small test)