Genetics Unit Cover Page - FTHS · Web viewGenetics, allele, dominant, recessive, homozygous, heterozygous, genotype, phenotype, law of segregation, hybrid, and law of independent

362 | P a g e

Genetics Unit Cover Page(see guidelines on page 21)

363 | P a g e

Genetics Unit Front Page

At the end of this unit, I will:

q Explore fundamentals of inheritance by examining cellular processes. q Know how to create and interpret a punnett square.q Know how to create and interpret a pedigree chart.q Be familiar with a specific genetic condition for which I will have created an

informational brochure.

Roots, Prefixes and Suffixes I will be able to understand when I see them in words are:

q Homo-, hetero-, geno-, pheno-, co-, poly-q -zygous, -genic

The terms I can clearly define are:

q Genetics, allele, dominant, recessive, homozygous, heterozygous, genotype, phenotype, law of segregation, hybrid, and law of independent assortment, carrier, pedigree, incomplete dominance, co-dominance, multiple alleles, epistasis, sex chromosome, autosome, sex-linked trait, polygenic trait

The assignments I will have completed by the end of this unit are:

q Genetics Facts and Fallacies

364 | P a g e

Genetics Facts and Fallacies

The following 20 statements relate to various genetic principles, many of which are associated with common false ideas and superstitions. Certain of the statements are true and others are false. Read the following statements and record whether the statements are true or false.

______1. Certain acquired characteristics, such as mechanical or mathematical skill, may be inherited.

______2. Identical twins are always of the same sex.

______3. Fraternal twins are more closely related to each other than to other children in a family.

______4. The father determines the sex of the child.

______5. Each parent contributes half of a child's genetic make-up.

______6. Certain thoughts or experiences of a mother may mark or alter the hereditary make-up of an unborn child (not including drugs).

______7. Color-blindness is more common in males than females.

______8. A person may transmit characteristics to offspring that is not present in that person.

______9. Certain hereditary characteristics are influenced by the blood.

______10. Identical twins are more closely related than fraternal twins.

______11. Certain inherited traits may be altered by the stars, moon, or planets early in development.

______12. Males are biologically stronger than females.

______13. The tendency to produce twins may run in families.

______14. A craving for a certain food, such as strawberries, may cause a birthmark on an unborn child.

______15. Many of a person's inherited traits do not appear.

______16. The parent with the stronger will contributes more to a child's inheritance than the other parent.

______17. If a person loses a limb in an accident, it is likely that he or she will have a child with a missing limb.

______18. The attitude of parents toward each other influences the emotional make-up of an unborn child.

______19. Children born to older parents lack the vitality (energy) of those born to younger parents.

______20. The total number of male births exceeds female births each year.DNA Technology Notes

365 | P a g e

Mendelian Genetics Notes

366 | P a g e

Mendelian Genetics Notes

What is heredity?

Explain the 19th century “Blending Theory”.

What was the problem with this theory?

Each parent contributed “factors” that were _____________________in the offspring

All individuals of a population would eventually look ______________________________.

Once blended, __________________would never _________________ and show up in _________________generations.

Who was Gregor Mendel (1822 – 1884)?

In which way did he follow the scientific method?

Established the ____________________ theory of heredity by studying ___________ plants

He developed __________ lines and kept good data by _______________ results and taking notes

Why did Mendel study pea plants?

1. They are normally _________________________, but can be _______________________________.

2. They have several _________________________ that are easy to distinguishEx. ________________ vs. ______________

________________ vs. ______________

What did Mendel notice about offspring when he cross-pollinated a purple flower with a white flower? Explain why after watching the video clip

367 | P a g e

Law of Segregation Notes

368 | P a g e

Law of Segregation:

One version of each gene is inherited from each parent

__ = widow’s peak

__ = no widow’s peak

oror

Law of Segregation Notes

What is the 1st Law of Segregation?

1. Law of __________________________

a. Factors (___________) for a particular trait occur in

________________

b. For each trait, an organism inherits two genes, one

from _________________________________.

c. _____________________________alleles mask

_____________________________ones

Exception 1: _________________________

Exception 2: _________________________

d. Two alleles for each trait __________________ (separate)

during gamete production

Explain the difference between diploid and haploid.

1. Each individual is _______________________

- Diploid: Containing a ________________ - set of

chromosomes (__________)

2. Each gamete is ____________________

- Gamete: ______________ cell (egg or sperm)

- Haploid: Having a _____________ - set of chromosomes (_______)

369 | P a g e

Dominant Alleles Mask Recessive Alleles

370 | P a g e

P (_____________________) Generation _____________________-breeding parents

(PP x pp)

F1 ( _______________ Filial) Generation ____________________Offspring (______)

F2 (2nd ________________) Generation

What is the F2 ratio?

________:224 3:_______

Homozygous: _______ alleles

Heterozygous: _______ alleles

Dominant Alleles Mask Recessive AllelesP Generation

F1 Generation

F2 Generation

Summary:

371 | P a g e

Phenotype

Genotype

Gametes

Phenotype

Genotype

What is the Genotypic Ratio of the F2 Generation?

What is the Phenotypic Ratio of the F2 Generation?

___: ___: ___

___: ___

Got Gametes?Each of you are gametes – or individual alleles – for a trait.

Your single letter can be combined with another single letter (i.e., Hh) to form a genotype.

S Sharp Teeth

s Dull Teeth

H Hair

h Bald

F Fuzzy ears

f Hairless ears

G Green Skin

g Red skin

E Big Eyes

e Little eyes

B Butt chin

b No butt chin

N Big nose

n Little nose

P Potato feet

p Non-potato feet

C Cat pupils in eyes

c Round pupils in eyes

You will observe a series of faces on the powerpoint, and come to the front of the classroom if you think you have the right genotype to match the phenotype shown. Use the chart above to help you define each allele. Make sure to find the corresponding allele for the trait you represent!

Questions Answer these questions after completing the activity.

1. What are the alleles for eye size? and

2. What genotypes represent Green skin? and

3. What genotype represents non-potato feet?

4. If you have two bald parents, what are the chances that the offspring will be bald?

5. You have a parent with no butt-chin who mates with a parent who is homozygous

dominant with a butt-chin, what would the offspring have for a chin?

372 | P a g e

How do you set up a Punnett Square?

Heterozygous short hair (____)_ X heterozygous short hair (____)

Sometimes it may be easier to set up your Punnett Square in a straight orientation, instead of in at a diagonal.

373 | P a g e

Genotypic Ratio

Phenotypic Ratio

Mono-hybrid Crosses (One-Trait) Group Practice

Complete these genetics problems with your table group. Your teacher will reveal the correct answers before your group proceeds to the next problem. In the space provided, record your work for each genetics problem to keep as references.

374 | P a g e

Predict the offspring from the cross of a purple homozygous plant and a green plant.

What if the purple plant was heterozygous? How would the offspring be different?

Mono-hybrid Crosses (One-Trait) Group Practice


375 | P a g e

Predict the offspring from the cross of a white hamster and a brown hamster if the brown hamster's mother was white.

Human Genetics - Mendelian Inheritance

376 | P a g e

INTRODUCTION: Each human is unique. Except for identical twins this difference is due largely to differences in genotype. Each human has approximately 30,000 genes which control his/her characteristics. The autosomal traits mentioned in this lab are found on one of the first 22 chromosome pairs in the nuclei of each of your cells.

PURPOSE: To investigate the inheritance of human characteristics.

PROCEDURE:

Autosomal Traits.Use the following information to determine which of the following traits you exhibit. Write your phenotype in the appropriate space and circle your possible genotype(s).

1. The ability to taste the chemical PTC (phenylthiocarbamide) is an inherited characteristic determined by a dominant gene. This harmless chemical can be tasted by some people but not by others. Taste a piece of paper that has been impregnated with PTC. If you detect a bitter taste, you are designated as a taster. If you detect no taste other than the paper itself, you are known as a nontaster.

Your phenotype ________________________________ Your genotype(s) TT Tt tt

2. A dominant gene determines that earlobes hang free and are not attached directly to the side of the head. In some people, the earlobe is attached directly to the side of the head, so that there is no lobe hanging free. The attached earlobe is due to a recessive allele.

Your phenotype ________________________________

Your genotype(s) FF Ff ff

Attached Free

3. Some people can bend the distal, or end, joint of the thumb back beyond an angle of 45o. This is called hitch hikers thumb. Normal thumb angle is dominant and hitchhiker’s thumb is recessive.

Your phenotype ________________________________

Your genotype(s) NN Nn nn

Normal thumb Hitchhiker’s thumb


377 | P a g e

4. Some people have the ability to roll the tongue into a U-shape when the tongue is extended from the mouth and are known as a roller. This tongue rolling ability is caused by a dominant allele. People who do not possess this allele can only produce a slight downward curve of the tongue when it is extended from the mouth and are known as a non-roller.

Your phenotype ________________________________

Your genotype(s) RR Rr rr

Non-roller Roller

5. Some people exhibit the characteristic of a hairline that comes to a distinct point in the middle of the forehead. This is known as a widow's peak which results from the action of a dominant allele. The recessive allele determines the characteristic of a smooth hairline.

Your phenotype ________________________________

Your genotype(s) WW Ww ww

Smooth Hairline Widow’s Peak

6. Note the length of your big toe in relation to the length of your second toe. The presence of a dominant allele determines that the big toe is shorter than the second toe. A recessive allele determines that the big toe is longer than or equal in length to the second toe.

Your phenotype ________________________________

Your genotype(s) SS Ss ss

7. A dominant allele determines the presence of dimples. A recessive gene determines the non-dimpled trait.

Your phenotype ________________________________

Your genotype(s) DD Dd dd

Nondimpled Dimpled


378 | P a g e

8. A dominant allele determines the presence of freckles. A recessive allele determines the nonfreckled trait.

Your phenotype ________________________________

Your genotype(s) FF Ff ff

Nonfreckled Freckled

9. Some people have the end of the little finger bent inward. This bent little finger is due to the presence of a dominant allele. A straight little finger is due to a recessive allele. To determine if you have the dominant or recessive allele, hold your hands out and look at the angle of the little finger in relation to your palm.

Your phenotype ________________________________

Your genotype(s) BB Bb bb

10. Note the presence of absence of hair on the middle joints of your fingers. The presence of mid-digital hair is due to a dominant allele and the absence of mid-digital hair is due to a recessive allele. Other alleles determine whether hair will grow on other joints of the fingers and the amount of growth. To observe the hair, hold your fingers up to the light; some individuals have very light hair on their fingers.

Your phenotype ________________________________

Your genotype(s) MM Mm mm

Absence of Hair Mid-Digital Hair

379 | P a g e


DISCUSSION:

1. In this lab, how many dominant traits did you show?_____________________________

How many recessive traits did you show?________________________________________

2. If you have more dominant traits than recessive, does this mean you are a stronger person than

someone with more recessive traits?________________________________ Why or why not?

3. A man who was heterozygous for normal thumb angle married a woman who had hitchhiker’s thumb. Give the genotype of each parent and the chance of them having a child with hitchhiker’s thumb.

Father's genotype_____________

Mother's genotype___________

Chance of having a child with hitchhiker’s thumb

____________________

380 | P a g e

Monohybrid Cross WorksheetPart A: Vocabulary

Match the definitions on the left with the terms on the right.

____ 1. genotypes made of the same alleles A. alleles

____ 2. different forms of genes for a single trait B. dominant

____ 3. gene that is always expressed C. heterozygous

____ 4. gene that is expressed only in the homozygous state D. homozygous

____ 5. genotypes made of two different alleles E. recessive

Below each of the following words are choices. Circle the choices that are examples of each of

those words.

6. Dominant allele

D e k L N n R S

7. Recessive allele

M n d F G r k P

8. Homozygous dominant

AA Gg KK mm uu Rr TT

9. Homozygous recessive

ee Ff HH Oo qq Uu ww

10. Genotypes in which dominant gene must show

AA Dd EE ff Jj RR Ss

11. Genotypes in which recessive gene must show

aa Gg Ff KK rr Oo Tt

381 | P a g e

Monohybrid Cross WorksheetPart B: Punnett Squares

12. Examine the following Punnett squares and circle those that are correct.

D d

d Dd dd

d Dd dd

D D

d Dd DD

d Dd Dd

A A

A AA aa

a Aa Aa

A a

a Aa aa

a Aa aa

13. What do the letters on the outside of the Punnett square stand for?

14. What do the letters on the inside of the Punnett square stand for?

15. In corn plants, normal height, N, is dominant to short height, n. Complete these four Punnettsquares showing different crosses. Then, shade red all the homozygous dominant offspring.Shade green all the heterozygous offspring. Leave all the homozygous recessive offspring unshaded.

N N

n

n

N N

N

N

N n

N

n

N n

n

n

382 | P a g e

Monohybrid Cross Worksheet

16. In guinea pigs, short hair, S, is dominant to long hair, s. Complete the following Punnett squares acording to the directions given. Then, fill in the blanks beside each Punnett square with the correct numbers.

a. One guinea pig is Ss and one is ss.

Expected number of offspring:

____ Short hair (SS or Ss)

____ Long hair (ss)

b. Both guinea pigs are heterozygous for short hair.

Expected number of offspring:

____ Short hair

____ Long hair

Part C: Monohybrid Cross Problems - Show your work.

17. Hornless (H) in cattle is dominant over horned (h). A homozygous hornless bull is mated witha homozygous horned cow. What will be the genotype and phenotype of the first generation?

P1 F1

383 | P a g e

Phenotypes:


18. In tomatoes, red fruit (R) is dominant over yellow fruit (r). A plant that is homozygous forred fruit is crossed with a plant that has yellow fruit. What would be the genotypes and phenotypes of the P1 and F1 generations?

P1 F1

Phenotypes: Phenotypes:

19. If two of the F1 generation from the above cross were mated, what would be the genotypes and phenotypes of the F2?

F1 F2

Phenotypes:

384 | P a g e


20. In humans, being a tongue roller (R) is dominant over non-roller (r). A man who is a non-roller marries a woman who is heterozygous for tongue rolling.

Father’s phenotype ________ Mother’s phenotype _________

Father’s genotype ________ Mother’s genotype _________

What is the probability of this couple having a child who is a tongue roller? ___________

21. Brown eyes in humans are dominant to blue eyes. A brown-eyed man, whose mother was blue-eyed, marries a brown-eyed woman whose father had blue eyes.

Man’s phenotype ________ Woman’s phenotype _________

Man’s genotype ________ Woman’s genotype _________

What is the probability that this couple will have a blue-eyed child? __________

385 | P a g e

Common Core Practice (Genetics):

You are a geneticist charged with the responsibility of determining the genetics of a rare species of fish. This species of fish have two very different phenotypic traits. Some of the fish have scales that have a metallic rainbow sheen, and others of the same species have scales that are quite dull and gray. You count the fish population in an aquarium, and you find that about half (50%) of the fish in the P generation have that beautiful metallic sheen, yet the other half of the fish in the P generation have a dull sheen. When you breed two fish with the metallic sheen, you find that your F1 generation are 75% metallic, and 25% dull. Based on this information, what are the genotypes of the P generation? Explain your thoughts AND justify your thinking with Punnett Squares.

386 | P a g e

Test Crosses: to determine an unknown genotype from a known phenotype.

Test Crosses:387 | P a g e

Dominant phenotype, unknown genotype: PP or Pp?

Recessive phenotype, known genotype, pp

What would your hypothesis be if the genotype was PP?

What would your hypothesis be if the genotype was Pp?

If PP, then all offspring will be

_________________

If Pp, then ½ offspring will be _____________

and ½ offspring will be ____________

How do you determine if a plant with a dominant phenotype was homozygous (PP) or heterozygous (Pp)?

(Fill in the blanks, based on your own understanding of the powerpoint).

You need to design a _______________ cross, by crossing the known genotype with a homozygous _______________ individual.

If the offspring all have the dominant phenotype, then the original parent genotype is __________________ (ex. PP).

If _______ of the offspring has a dominant phenotype and the other ________ of the offspring has a recessive phenotype, then the original parent genotype is _______________ (ex. Pp).

In genetics, dominant alleles mask the expression of recessive alleles; however, there are two exceptions. What are they?

Dominant alleles mask recessive ones, with two exceptions.

- Exception 1: ________________________________________

- Exception 2: ________________________________________

388 | P a g e

Incomplete Dominance

389 | P a g e

Exception to Dominant Alleles Masking Recessive Alleles

Incomplete Dominance: Pink Snapdragons

Use Root Letter “______” to designate incomplete dominance interaction

P Generation

F1 Generation

F2 Generation

Phenotype(s): Red and White

CRCR and CWCW

Gamete of Red flower Gamete of White flower

CRCW

Gametes:

Incomplete and Co-Dominance Notes

Incomplete Dominance:In incomplete dominance, how is the phenotype of the heterozygote expressed, using snapdragons as an example?


In incomplete dominance, a heterozygote’s phenotype is a “blend” of the two dominant genotypes.

For example:

- the only way a snapdragon can be “red” is if it has the following homozygous genotype: ___ ___

- the only way a snapdragon can be “white” is if it has the following homozygous genotype: ___ ___

- but if the snapdragon is a heterozygote, with the genotype ___ ___, then the snapdragon will be ____________.

Co-dominance:


In co-dominance, both of the two dominant alleles are of ________ strength. Therefore, a heterozygote with both dominant alleles will express ________ alleles in its phenotype.

However, if a heterozygote has a recessive allele (i), then the dominant allele will ____________ the recessive allele.

- For example, a person with a heterozygous blood type IAIB has

both A and B antigens on the surface of their blood cells, and therefore has blood type __ __.

- But, a person with a heterozygous blood type IAi has only ___ antigens on the surface of his blood cells, and therefore has blood type __ .

390 | P a g e

Co-Dominance

391 | P a g e

Exception to Dominant Alleles Masking Recessive Alleles

Co-dominance: Blood Types

Use root letter “_____” for dominant alleles of equal strength and “______” for recessive.

Dr. Seuss - Co-dominance and Incomplete Dominance

Practice defining genotypes for the phenotypes listed in each set. Remember that the "blended" trait must always be heterozygous, displaying incomplete dominance, while two traits that both show equally may be examples of co-dominance. Use proper genotypic annotations, “C” for incomplete dominance, and “I” for Co-dominance.

1) Birds can be blue, white, or white with blue-tipped feathers.

Genotypes:

Co-dominant or Incomplete dominant? (Circle)

2) Flowers can be white, pink, or red.

Genotypes:


3) A Hoo can have curly hair, spiked hair, or a mix of both curly and spiked.

Genotypes:


4) A Sneech can be tall, medium, or short.

Genotypes:


5) A Bleexo can be spotted, black, or white.

Genotypes:


392 | P a g e

Dr. Seuss - Co-dominance and Incomplete Dominance

6). In Smileys, eye shape can be starred, circular, or a circle with a star. Define the genotypes for the pictured phenotypes

Genotype: ______________Genotype: ______________Genotype: ______________

7. Show the cross between a star-eyed and a circle eyed.

What is the genotypic ratio of the offspring? ____________

What is the phenotypic ratio? __________

8. Show the cross between a circle-star eyed, and a circle eyed.



9. Show the cross between two circle-star eyed.



393 | P a g e

Inheritance of Blood Types – Co-Dominance PracticeThe four basic blood types are determined by the presence or absence of the A and B antigens in the red blood cells. For clarity, consider blood types as being determined by a single pair of genes. Use the following information to complete the table below.

Blood Types Possible GenotypesA IAIA or IAiB IBIB or IBiO ii

AB IAIB

Blood Types of Parents

All possible genotypes of

parents

All possible genotypes of children

All possible blood types of children

Blood types not possible for

children

A and O

IAIA or IAi IAi

ii

A

O

B

ABii

B and O

A and B

AB and A

AB and B

AB and O

O and O

394 | P a g e

Bikini Bottom: Incomplete Dominance

SpongeBob loves growing flowers for his pal Sandy! Her favorite flowers, Poofkins, are found in red, blue, and purple. Use the information provided and your knowledge of incomplete dominance to complete each section below.

1. Write the correct genotype for each color if CR represents a red gene and CB represents a blue gene.Red - _____ Blue - ______ Purple - _____

2. What would happen if SpongeBob crossed a Poofkin with red flowers with a Poofkin with blue flowers.Complete the Punnett square to determine the chances of each flower color.

(a) Give the genotypes and phenotypes for the offspring.

(b) How many of the plants would have red flowers? _____%

(c) How many of the plants would have purple flowers? _____%

(d) How many of the plants would have blue flowers? _____ %

3. What would happen if SpongeBob crossed two Poofkins with purple flowers? Complete the Punnett square to show the probability for each flower color.


(b) How many of the plants would have red flowers? _____%

(c) How many of the plants would have purple flowers? _____ %

(d) How many of the plants would have blue flowers? _____ %

4. What would happen if SpongeBob crossed a Poofkin with purple flowers with a Poofkin with blue flowers? Complete the Punnett square to show the probability for plants with each flower color.


(b) If SpongeBob planted 100 seeds from this cross, how many should heexpect to have of each color?

Purple flowers - ______ Blue flowers - ______ Red flowers - ______

Bikini Bottom: Co-dominance395 | P a g e

SpongeBob and his pal Patrick love to go jellyfishing at Jellyfish Fields! The fields are home to a special type of green jellyfish known as Goobers and only really great jellyfishermen are lucky enough to catch some on every trip. Many of the jellyfish are yellow (IYIY or IYi) or blue (IBIB or i), but some end up yellow and blue as a result of co-dominance. Use this information to help you complete each section below. Some also end up colorless (ii).

5. What would happen if SpongeBob and Patrick crossed two “goobers” or yellow and blue jellyfish? Complete the Punnett square to help you determine the probability for each color of jellyfish.

(a) Give the possible genotypes and phenotypes for the offspring.

(b) What percentage of the offspring would be yellow? _____%

(c) What percentage would be blue? _____ %

(d) What percentage would be “goobers” _____ %

6. What would happen if they crossed a yellow homozygous jellyfish with a goober? Complete the Punnett square to help you determine the probability for each color of jellyfish.

(a) Give the possible genotypes and phenotypes for the offspring.

(b) What percentage of the offspring would be yellow? _____%

(c) What percentage would be blue? _____ %

(d) What percentage would be “goobers”? _____ %

7. What would happen if they crossed a blue heterozygous jellyfish with a yellow heterozygous jellyfish? Complete the Punnett square to help you answer the questions.

If 100 jellyfish were produced from this cross, how many would you expect for each?

Yellow - _____ Blue - _____ Goobers - ______ Colorless - _______

8. What would happen if they crossed a blue heterozygous jellyfish with a goober? Complete the Punnett square to help you answer the questions.

If 100 jellyfish were produced from this cross, how many would you expect for each?

Yellow - _____ Blue - _____ Goobers - ______Colorless - ________

396 | P a g e

Mendel’s Law of Segregation and Law of Independent Assortment

In what way does crossing over segregate alleles? In what way does Meiosis I and Meiosis II segregate alleles?

397 | P a g e

Law of Segregation

Two alleles for each trait segregate (______________) during gamete production

Di-hybrid Crosses: An

example of the Law of

Independent Assortment

Law of Independent Assortment and the Di-hybrid Cross

Law of Segregation:

This occurs in a process called meiosis:

This occurs in a process called meiosis:

Specifically alleles shuffle and _________________________during “____________________ - _________________,” (Prophase I) and Separation or segregation continues in Anaphase I and II

What is Mendels’s 2nd Law of Independent Assortment?

How do you independently assort genes to determine the gametes for a two-trait cross?

What was a significance of Mendel’s work?

________________________ was introduced as a tool to _____________ or determine the

______________ of an event.

398 | P a g e

If the genes are not connected, then they should segregate _____________________.

The alleles are __________________ packaged into _________________gametes during meiosis.

(For example, genes for seed shape and color were not inherited together.)

Di-hybrid Crosses (Two-Trait) Group Practice


399 | P a g e

Di-hybrid Crosses (Two-Trait) Group Practice


400 | P a g e

Di-hybrid Reading & Coloring

401 | P a g e

Di-hybrid Reading & Coloring

402 | P a g e

Bikini Bottom – Dihybrid Crosses

Use the chart to identify the genotypes of the following traits:

1. Heterozygous round eyes, blue body ___________

2. Hybrid eye shape, purebred roundpants ___________

3. Purebred roundpants, heterozygous long nose ___________

4. SpongeBob’s aunt, who is a roundpants, has a cute stubby nose. She has finally found the sponge of her dreams and is ready to settle down. Her fiancé always comments on how adorable her nose is (he says it reminds him of his mother’s – aww, how sweet!). They wonder what the chances are of that trait being passed on. Her fiancé is a purebred

A. Identify the genotypes of the aunt and her fiancé.

Aunt = Roundpants, Stubby Nose = ________ Fiancé = Purebred Squarepants, Long Nose = ________

B. What are the possible gamete combinations for each person?

Aunt = ______________________________ Fiancé = ______________________________

C. What are the possible genotypes for their children? ______________________________________

5. As we know, SpongeBob is heterozygous for his yellow body color and his squarepants, while his wife SpongeSusie is blue and has roundpants. Use this information to answer the following questions.

A. Give the genotypes for each.

SpongeBob = __________________ SpongeSusie = _______________

B. What are the possible gamete combinations for each person?

SpongeBob = __________________ SpongeSusie = __________________

C. Complete the Punnett square:

403 | P a g e

Trait Dominant Gene Recessive Gene

Body Shape Squarepants (S) Roundpants (s)

Body Color Yellow (Y) Blue (y)

Eye Shape Round (R) Oval (r)

Nose Style Long (L) Stubby (l)

Bikini Bottom – Dihybrid Crosses

6. In starfish, pink body color (P) is dominant to orange (p), and thick eyebrows (T) are dominant over thin (t) ones. Patrick, who is heterozygous for body color but purebred for thick eyebrows, has met Patti, who is recessive for both traits.

A. What is Patti’s phenotype? _______________________________

B. Is it possible for the new couple to have offspring that resemble their mother? Explain.

C. Before Patrick commits to this relationship, he would like to guarantee that his offspring would have his thick eyebrows as he thinks they make him smarter! You need to provide evidence for or against the marriage with regards to eyebrows ONLY.

7. While Squidward’s family boasts about being a purebred line for dominant light blue skin color, they are also purebred for a less distinguished trait: the recessive trait of baldness. Lack of hair causes Squidward some self-esteem issues that he does not want his children to face. He would like to ensure that his offspring have hair AND with his blue skin color. What traits should he look for in a bride?

A. Must she have hair? Explain. B. Must she be blue? Explain.

C. Squidward has found a potential bride prospect with the green squid Octavia. While Octavia has hair, her father does not. Determine the chances of their child being blue and having hair.

Squidward's Genotype = __________ Octavia's Genotype = __________

D. Use the genotypes above to complete the Punnett square below and then answer the questions.

E. For which traits, if any, is it possible for their offspring to be purebred? What is the probability of their children being heterozygous for both traits? __________

404 | P a g e

Squidward Alleles:Skin Color: Hair:Blue = B, Green = b Hair = H, Bald = h

2 Types of Mutations in Genes

Point mutations:

Frame-shift mutations: (Fill in the inserted nucleotide with a different color)

Frame-shift Insertions:

Example of original DNA sequence: T A C - G C A - T G G - A A T - A C C

What is the mRNA transcript?

What is the amino acid sequence?

How does the original DNA sequence change with an insertion?

What is the new mRNA transcript?

What is the new amino acid sequence?

Frame-shift Deletions:

Example of original sequence

New sequence if the “H” in the first tripletgets deleted?

405 | P a g e

THE FAT CAT ATE THE RAT

Notes: Beyond Mendel (Small Scale)

What topics are we studying beyond Mendel’s laws of segregation?

I) ____________________________________

II) ____________________________________

III) ____________________________________

IV) ____________________________________

V) ____________________________________

VI) ____________________________________

VII) ____________________________________

I. Mutations

What is a mutation?

What is a point mutation?

How many types of point mutations exist?

What is a frame shift mutation?

A _________________ in the genetic material (__ __ __ or __ __ __) of a cell

__________________: If it occurs in ____________ cells, it _________ be

_____________ _____ to next generation

_________-__________: If it occurs in ________________, it ________ be passed on

to next generation

1. ___________________ mutation

Affects ____ ____________________

(One nucleotide is ____________________ by another)

_____________ types of point mutations

a) _______________ mutations: code for a different ____________

____________ (ex. sickle-cell hemoglobin) – left diagram

b) _______________ mutations: code for the ______________ amino acid

c) _______________ mutaions: code for a _________ _____________.

2. _____________________ mutation: An ______________ or __________________ that

shifts the triplet code _______________ frame

406 | P a g e

4 types of Mutations in Chromosomes

Chromosomal Deletion:

Chromosomal Duplication:

Chromosomal Inversion:

Chromosomal Translocation:

407 | P a g e

Notes: Beyond Mendel – Chromosomal or Large Scale

What are the four types of

chromosomal mutations?

1. ____________________: A _________________ of the chromosome is

___________________ (not just ______ nucleotide)

2. ____________________: A segment of the chromosome is

______________________

3. ____________________: A segment within a chromosome is

____________________.

4. ____________________: A segment from one chromosome ___________ to

another ______________________________ chromosome

II. Linked Genes

What are linked genes?

If genes are “linked”,this means they are ______________ on the

_______________ ___________________________.

The linked genes are most likely ____________ ________________ and will

_________undergo Mendel’s Law of _______________________

____________________, unless _____________ over ____________________ the

linked genes.

III. Gene Mapping

What is gene mapping?

Genes that are __________________ together on the same chromosome

are _________ likely to cross over, therefore, _________________.

Genes that are ______________ apart on the same chromosome are

______________likely to cross over and segregate

Genes that are on ________________chromosomes will _______________

_________________ independently

408 | P a g e

X-linked Group Practice

409 | P a g e

Beyond Mendel: Sex-LinkageIV. Sex-Linkage or (X-linked)

In your own words, explain how the X chromosome structurally differs from the Y chromosome?

In your own words, explain how a gene can exist on the X chromosome without existing on the Y chromosome.

How would you write the allele for white eye in fruit flies?

When a gene is found on the _____ chromosome, it is considered

______-_______________________.

When genes are sex-linked, we include the X and Y as part of their

genotype. For example, the allele for red eye in fruit flies is not “R”

but is written as ______.

410 | P a g e

X-Linked Cross Practice Problems

The normal female condition is a result of the chromosomal pairing XX, while the normal male condition is XY. Certain genes located on the X chromosome, not associated with female sex characteristics, cause sex-linked recessive traits. As a result, females must receive two recessive alleles to exhibit any particular characteristic associated with one of these genes, while males need only receive one allele. The reason for the male anomaly is that the Y chromosome does not carry versions of the same genes as the X chromosome. Consequently, only females can be true heterozygotes (one dominant allele and one recessive allele).

1. Hemophilia is a rare heredity human disease of the blood. The blood of individuals with this condition does not clot properly. Without the capacity for blood clotting, even a small cut can be lethal. In a marriage of two non- hemophiliac parents, a bleeder son is born. What are the probabilities of these parents giving birth to sons being bleeders, and to daughters being bleeders? Use (XH) for the normal “non-hemophiliac” allele and (Xh) for the hemophilia allele.

XH Y

Parents: Male = XHY; Female = __________

Probability that sons are bleeders:

Probability that daughters are bleeders:

2. In humans colorblindness (Xb) is an example of a sex-linked recessive trait. In this problem, a male with colorblindness marries a female who is not colorblind but carries the (Xb) allele. Using a Punnett square, determine the genotypic and phenotypic probabilities for their

Genotypes and genotypic probability of offspring:

Phenotypes and phenotypic probability of offspring:

3. In fruit flies red eye color (XR) is dominant to white eyes (Xr). In a cross between two flies, 50% of the male and 50% of the female offspring had red eyes. The other half of the males and females had white eyes. What are the phenotype, and all possible genotypes, of the offspring? What are the genotypes and phenotypes of the parents?

411 | P a g e

Possible genotypes of offspring:

Genotypes of parents:

Phenotypes of parents:

X-Linked and Co-Dominant Genetics in the Calico Cat

Calico is a coat color found in cats, which is caused by a SEX-LINKED, CODOMINANT alleles.

B = black R = orange, and BR = calico.

The following genotypes are possible:

Female cats can be black XBXB, orange XRXR, or calico XBXR

Male cats can be black XBY or orange XRY

Show each of the crosses below and include the phenotypic ratios of the offspring.

1. A black male crossed with an orange female

2. An orange male crossed with a calico female

3. A black male crossed with a black female

412 | P a g e

X-Linked and Co-Dominant Genetics in the Calico Cat

4. An orange male crossed with an orange female

5. A black male crossed with a calico female

6. **If you are a cat breeder, what type of parents should you choose to have the MOST number of calico kittens?

413 | P a g e

How Are Traits on Sex Chromosomes Inherited?

Abstract:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Introduction:

Genes for blood clotting and color vision are located on the sex chromosomes, specifically the X chromosome. Remember, females have two X chromosomes (XX) while males have one X and one Y (XY). Hemophilia is a disease in which the person's blood will not clot. The disease is inherited. If you have the dominant gene "H", you will have normal blood. If you have only the recessive gene "h", your blood will not clot normally. Color blindness is a genetic condition in which a person does not see certain colors, such as green and red. This person will see green as a gray color and red as a yellow color. If you have at least one dominant gene "B", you can see all colors. If you have only recessive genes "b", you cannot see green and red.

In this lab you will:a. toss coins to show children born in four families.b. see how hemophilia and color blindness are inherited in several families.c. solve genetic problems involving hemophilia and color blindness.

MATERIALS: envelope with 3 labeled coins plastic bag with four labeled coins

414 | P a g e

How Are Traits on Sex Chromosomes Inherited?Part A- Hemophilia

A female can be XHXH, XHXh, or XhXh for blood clotting.

A male can be XHY, or XhY.

Family 1. Offspring of parents who are normal, the mother is a carrier for hemophilia.

1. Find the following coins in your envelope. These coins represent the genes of the parents. The coin with the Y chromosome is the father and the coin with an X on each side is the mother.

Coin 1 Male

Coin 2 Female

2. Place both coins in cupped hands. Shake the coins and then drop them on the your desktop.

3. Read the combination of letters that appears. This combination represents the genotype observed in an offspring of these parents.

4. On Table 1, make a tally mark beside the correct genotype in the row marked "offspring observed".

5. Repeat shaking and reading the coins for a total of 20 times.

6. Total all offspring observed in the "Total" column.

7. For each genotype, calculate the number of expected offspring out of 20 offspring.

Use the expected number of each from your Punnett square above. Record this number in the row labeled “Expected Offspring Number”. If you have observed offspring of a genotype not shown in Table 1 you may have used the wrong coins to collect your data.

Table 1: Offspring of XHY Father and XHXh Mother

Gene Combinations XHXH XHXh XHY XhY

Observed Offspring = 20

Observed Totals = 20

Expected Offspring Number

How Are Traits on Sex Chromosomes Inherited?415 | P a g e

XH Y

XH

Xh

Family 2: Offspring of a father who has hemophilia and a mother who is a carrier for hemophilia.1. Find the following coins in your envelope. These coins represent the genes of the parents. The coin with the Y chromosome is the father and the coin with an X on each side is the mother.

Coin 1 Male

Coin 2 Female

2. Place both coins in cupped hands. Shake the coins and then drop them on your desktop.


4. On table 2 below, make a tally mark beside the correct genotype in the row marked "offspring observed".




Use the expected number of each from your Punnett square above. Record this number in the row labeled “Expected Offspring Number”. If you have observed offspring of a genotype not shown in Table 1 you may have used the wrong coins to collect your data.

Table 2: Offspring of XhY Father and XHXh Mother

Gene Combinations XHXH XHXh XhXh XHY XhY




416 | P a g e

Xh Y

XH

Xh

How Are Traits on Sex Chromosomes Inherited?PART B- Color Blindness

A female can be XBXB, XBXb, or XbXb for the color vision gene.

A male can be XBY or XbY for the color vision gene.

Family 3: Offspring of a father who is color blind and a mother who is homozygous dominant.

1. Find the following coins in your plastic bag.

Coin 1 Male

Coin 2 Female

These coins represent the genes of the parents. The coin with the Y chromosome is the father and the coin with an X on each side is the mother.



4. In Table 2 below, make a tallymark (/) beside the correct genotype in the row marked "Offspring Observed".



7. For each genotype, calculate the number of expected offspring out of 20 offspring. Use the expected number of each from your Punnett square above. Record this number in the row labeled “Expected Offspring Number”. If you have observed offspring of a genotype not shown in Table 1 you may have used the wrong coins to collect your data.

Table 3: Offspring of XbY Father and XBXB MotherGene Combinations XBXB XBXb XbXb XBY XbY



Expected Offspring

417 | P a g e

Xb Y

XB

XB


Family 4: Offspring of parents who are normal but the mother is heterozygous.

1. Find the following coins in your plastic bag. These coins represent the genes of the parents. The coin with the Y chromosome is the father and the coin with an X on each side is the mother.

Coin 1 Male

Coin 2 Female



4. In Table 2 below, make a tallymark (/) beside the correct genotype in the row marked "Offspring Observed".




Use the expected number of each from your Punnett square on page 1. Record this number in the row labeled “Expected Offspring Number”. If you have observed offspring of a genotype not shown in Table 1 you may have used the wrong coins to collect your data.

Table 4: Offspring of XBY Father and XBXb MotherGene Combinations XBXB XBXb XbXb XBY XbY





418 | P a g e

XB Y

XB

Xb

Part C- Problems

For each of the following problems complete a Punnett Square then record your answers in the spaces provided.

1. A mother who is heterozygous for blood clotting and a father who is normal for blood clotting want to know what their children could be like for blood clotting.

ChildrenNumber of Number ofMales Females

HaveNormal Blood _______ _________

HaveHemophilia _______ _________

2. A mother who is homozygous dominant for color vision and a father who is color blind want to know what their children could be like for color vision.


HaveNormal Color Vision _______ _________

HaveColor Blindness _______ _________

3. A mother who is heterozygous for color vision and a father who is color blind want to know what their children could be like for color vision.


HaveNormal Color Vision _______ _________

HaveColor Blindness _______ _________

419 | P a g e


Discussion Questions:

1. What are the sex chromosomes of females? ___________

2. What are the sex chromosomes of males? ___________

3. On which chromosome, the X or the Y, is the gene for color vision located? __________

4. How many genes do females have for color vision? ___________

5. How many genes do males have for color vision? ___________

6. On which chromosome, the X or the Y, is the gene for blood clotting located? _______

7. How many genes do females have for blood clotting? ___________

8. How many genes do males have for blood clotting? ___________

9. Why is there a difference in the number of genes for color vision and blood clotting in males and females?

10. In Part C, Problem 2, why are there no color blind children even though one of the parents is color blind?

11. From whom does a son inherit the trait of hemophilia? _____________________________

12. From whom does a daughter inherit the trait of hemophilia? _______________________

420 | P a g e

Sex Linkage Reading & Coloring

Sex Linkage Reading & Coloring

421 | P a g e

422 | P a g e

Polygenic Traits

Histograph of All Students in Biology Class

Non-Disjunction Disorders: (Label the normal and abnormal gametes, as shown in lecture)

423 | P a g e

Beyond Mendel Notes: Polygenic Traits & Non-Disjunction

V. Polygenic Traits

What is a polygenic trait?

Definition: Traits controlled by ____________ or

_______________ _____________

Examples: ____________ _____________, _______________

VI. Non-disjunction Disorders

What are non-disjunction disorders and how do they occur?

Definition: When members of homologous

chromosomes fail to ___________________during ______________

– or – when _______________ ____________________ fail to

____________________ during __________________.

Examples:_______________ Syndrome, _______________

Syndrome, _______________ Syndrome

VII. Prenatal Diagnosis Using Karyotypes

In your own words, explain the 2 ways karyotypes can be created to diagnose diseases in a fetus.

1. Amniocentesis

2. Chorionic Villus Sampling (CVS

424 | P a g e

Making Faces1. When you originally cut the chromosomes up in pairs (before folding), these represented the

chromosomes of your cells. Are your cells diploid or haploid? _____________________

Why?

2. When you folded the pair of chromosome and dropped them so only half of your chromosomes were

facing up, what does this have to do with sex cell formation?

________ _____ _________________

Were these sex cells haploid or diploid? ______________Why?

_________________________________________________________________________________________

______________________________________________________________________________________________________________

3. What is the number of the chromosomes you had before you dropped them to the floor? (think of both

sides as being two separate chromosomes) ___________________________________________________

___________________

__________________________________________________

4. How many chromosomes did you donate to the sperm or egg? (when you dropped them)

___________________________________________ ______________

________

5. When you and your mate pushed the homologous pairs of chromosomes together, what process did this

represent? _________________________

6. What was the number of chromosomes in your new baby (after you pushed the chromosomes together?)

_____________________________

7. What is the female gamete called? ________________

What is the male gamete called? _________________

What process created the gametes? _____________________

8. Explain why people that had the genotype "ll" for non-prominent chin had to skip the rest of the chin

characteristics. _________________________ ____________________________________________________

___________________________________________________________ ___________________________________________

9. How is it that there are so many colors of skin? _____________________ __________________

___________________________________________________________

10. What is the difference between a genotype and a phenotype?

425 | P a g e

Making Faces

You are heterozygous for each trait on your chromosomes. You will combine your alleles with a classmate’s to see if your offspring look like you – and hopefully not like this guy!

Partner up with a member of the opposite sex. If you are left with a member of the same gender, one of you will have to use a class set of chromosomes for the under-represented gender. If you are a boy, you will have to use one of the class sets of chromosomes reserved for girls (the pink one).

Once you have found your “mate,” move away from other pairs of two students and begin by producing your gametes (this is called gametogenesis). Follow the instructions below to make a baby!

1. Hold no more than three chromosomes at a time high in the air above your head.2. Drop your chromosomes at the same time. If they do not twirl, drop them again. 3. When you pick up each chromosome, make sure that it stays in the position in which it landed.4. Repeat steps 1 – 3 for all of your chromosomes.

Once you have finished dropping chromosomes, it is time to figure out what combinations you and your class-mate have!

5. Find a desk or lab bench and lay all of your chromosomes out in descending size order (Chromosome 1 will be the largest and Chromosome 22 will be the smallest)

6. Use the “Genotype to Phenotype Translation Booklet” to determine what your baby will look like. Start on the first page with “Sex Determination” and work through each trait in the book.

7. Fill in the data log on the page as you combine traits with your class-mate. Make sure to note the genotype and phenotype.

8. Once your chromosomes are organized, you should be able to answer the following:

What is the gender of your baby?

Use the table on the next page to fill in your genetic information. Remember that some traits will have many genes that code for the trait!

9. Answer the questions that follow on the question sheet to your left. In color, each partner should draw an accurate picture of their "child" based upon the data collected above. The child’s name, as well as both parent’s names should be written at the bottom of the image.

Making Faces

Proud parents of _________________________________ (name of child) Gender____________

426 | P a g e

Parents __________________________________ and __________________________________

Birthdate ____________________________

Draw your child’s face here:

427 | P a g e

Making FacesData Table

Trait No. TraitGene from Mother

Gene from Father

Genotype Phenotype

1 Face Shape

2 Chin Shape

3 Chin Shape

4 Cleft Chin

5 Skin Color

6 Hair Type

7 Widow's Peak

8 Color of Eyebrows

9 Eyebrow Thickness

10 Eyebrow Placement

11 Eye Color

12 Eyes-Distance Apart

13 Eyes-Size

14 Eyes-Shape

15 Eyes-Slantedness

16 Eyelashes

17 Mouth Size

18 Lips

19 Protruding Lip

20 Dimples

21 Nose-Size

22 Nose Shape

23 Nostril Shape

24 Earlobe Attachment

25 Darwin's Ear points

26 Ear Pits

27 Hairy Ears

28 Freckles on Cheeks

29 Freckles on Forehead

30 Hair Color

428 | P a g e

Genetic Disorders Brochures

You are assigned one of the following genetic disorders. Highlight or circle your assignment given to you by your teacher.

1. Color Blindness 2. Klinefelter’s syndrome

3. Cystic Fibrosis 4. Marfan’s Syndrome

5. Down’s Syndrome 6. Patau’s Syndrome

7. Duchenne Muscular Dystrophy 8. Phenylketonuria

9. Edward’s Syndrome 10. Sickle Cell Anemia

11. Fragile X Syndrome 12. Tay-Sachs Disease

13. Hemophilia 14. Turner’s Syndrome

15. Huntington’s Disease 16. Werner’s Syndrome

You will work alone on this project. If you and a classmate is assigned to the same disease, you may collaborate during your research, but you must each complete and design your own, unique brochure.

You will be creating a medical brochure, like the kind you would typically find in a doctor’s office. In your brochure, you must address the following questions and be thorough with your information:

1. What is the disorder? Provide an overall description or definition of the disease and some history or background about the disease, such as its discovery.

2. How does this human genetic disorder occur? If inheritance is involved, is the trait dominant or recessive? Is this disorder sex-linked or is it autosomal? If this is a chromosomal disorder, what chromosome is involved?

3. How common is this disorder? What group(s) of people is primarily affected by the disease? Are there any risk factors that increase the likelihood of inheriting this disorder?

4. What are the symptoms? How does the disease effect the afflicted? What is the patient’s prognosis?

5. How are patients diagnosed? What tests are performed to determine to determine if an individual has this disorder?

6. Are there any other relevant information?

429 | P a g e

Genetic Disorders Brochures

In addition to addressing the essential questions, you must include the following technical and design elements:

q It must include a pedigree or a karyotype. The pedigree chart must have a minimum of three generations. The first generation must have one parent that is a carrier or displays the disorder. The karyotype must identify which chromosome is involved.

q Include a 1 – 2 sentence caption to explain the significance of the pedigree or karyotype, as it relates to your disease.

q Include pictures of people with the disorder. Be respectful of your subject and the audience.

q It must be interesting, creative, and tasteful.

q It must be easy to follow and understand – create a smooth sequence and include titles for the different sections.

q It must have at least three resources cited at the end of the brochure, using MLA format

q It must have a landscape orientation.

q It must have information on every fold of the brochure – each page should have at least half of the information in text.

q The font should be easy to read, not too large or too small. If in doubt, use the standard, “Times New Roman,” size “12.”

q Print your brochure so that it is double sided. Do not glue or fold two different pages of the brochure together.

q Printing in color and the use of special paper are optional.

q Extra credit may be awarded on brochures that are informative, free of errors, and have a professional design.

Conventions of English: It is expected that you follow the standard conventions of English. Proof read your work to make sure you have proper spelling, grammar, punctuations. Read your brochure out loud to check for awkward sentences, wording, and phrasing. Do not plagiarize, as this will result in a zero score and disciplinary action.

Printing: When you are ready to print, you will have to print only the first page, then slide that same

paper back into your printer to print the 2nd page to get the double sided effect. You may need to try this a few times to make sure that the front and back pages of your brochure are oriented in the same direction.

You may print the brochure up in black and white, but if you would like to print your brochure up in color, you must have access to your own color printer.

430 | P a g e

How to Make a Brochure Using Microsoft Word

First Page of Brochure

Second Page of Brochure

431 | P a g e

How to Make a Brochure Using Microsoft Word

Microsoft word already has templates prepared for you to make a brochure. All you have to do is cut and paste your own text into the brochure and print it!

Choose an appropriate style of template that will allow you to fold your brochure into thirds.The template will be on your screen. It is already filled with words (garbage mostly). You will have to delete those words and type in your own information.

Be aware on how WORD orients the brochure on the screen versus what you actually see when you print it out. For example, the front cover of your brochure will be on the right panel of the 1st page. The back of your pamphlet is found on the middle panel of the 1st page. See figure 1 to your left.

The First Page of Your Brochure: This is the part that’s on the outside of the brochure when it is folded. The following sections are in order, from the left to the right:

The left panel of trifold: This will sum up the “meat” of your information. A suggested section for this is “Prognosis.” This is where you will discuss information like how long a patient with this disorder is expected to live, etc.

The middle panel or trifold: This should include your “Works Cited.” Be sure to cite every image that you used. If you included any information that is not general knowledge (i.e., medical information or statistics) cite where you got this information. Use MLA format, as taught in your English class.

The right panel or trifold: This is the Cover of the brochure. Include the name of your disorder, your name and your period. It is helpful to include an image and a brief summary of your disorder.

The Second Page of Your Brochure: This is the part that is folded in, and will contain the “meat” of your information. The following folds are described, left to right.

The left panel of trifold: You may want to make this fold “About (your disorder).” This is where you can include the discovery of the disorder, how common the disorder is, and the group(s) of people affected.

The middle panel or trifold: This should include your “Diagnosis” section. Include the tests that are performed to determine if an individual has this disorder, the symptoms, and any risk factors that make a person more likely to inherit this condition.

The right panel or trifold: This is the “Heredity” section. You should include the karyotype or pedigree in this section, as well as information about how this is inherited. For inherited disorders, discuss if the disorder is sex- linked, autosomal, dominant or recessive. If it is a chromosomal abnormality, which chromosome is it?

432 | P a g e

Genetic Disorder

How is it inherited? What are the symptoms/ What’s the prognosis?

Klinefelter Syndrome

Down Syndrome

Edward Syndrome

Fragile X Syndrome

Duchenne Muscular

Dystrophy

Huntington’s Disease

Patau Syndrome

433 | P a g e

Genetic Disorder

How is it inherited? What are the symptoms/ What’s the prognosis?

Turner Syndrome

Hemophilia

Sickle Cell Anemia

Color Blindness

Phenylketonuria

(PKU)

Marfan Syndrome

Tay Sachs Disease

Cystic Fibrosis

434 | P a g e

Pedigrees

If A = a =

Create a Legend:

435 | P a g e

Beyond Mendel Notes: Pedigrees

VIII. Pedigree

What is a pedigree?

How do you determine if a pedigree chart shows an autosomal or X-linked disease?

How do you determine if a pedigree chart shows a dominant or recessive disease?

A pedigree is a _______________ of the ____________________ _______________________ of family over several ________________.

Determine if the pedigree chart shows an autosomal or X-linked disease.

a. If most of the ____________ in the pedigree are affected

the disorder is .

b. If it is a 50/50 ratio between _______ and ____________ the

disorder is _ .

Determine whether the disorder is dominant or recessive.

a. If the disorder is _______________, _____ of the

______________ ____________ have the ______________.

b. If the disorder is ________________, _______________ parent

has to have the disorder because they can be

_______________________.

Summary of “Beyond Mendel” notes (pages: ________________)

436 | P a g e

WEXLER'S Research: Gonzales Family Pedigree

437 | P a g e

WEXLER'S SEARCH FOR THE HUNTINGTON'S GENE

The year was 1979, and Congress has just issued you the funding to study Huntington's disease - a disorder afflicting more than 50,000 Americans. Very little was known about the inheritance of Huntington's, but Dr. Nancy Wexler (whose mother died of it) knew about the incredibly high rate of the disease around a place called Lake Maracaibo, Venezuela. Here, you'll be a part of a team sent to Lake Maracaibo to study a large family (of more than 5,000 members!), and report your findings.

The family spans five generations. It is your job (as it was hers) to pedigree the family and see what's going on here.

Below is a fax that has arrived from Lake Maracaibo...

To: Dr. _________________, Foothill University, Ventura, CaliforniaFrom: Huntington's research team, Lake Maracaibo , Venezuela

Dear Scientists,What follows are the results of our interviews with 38 members of the Gonzales family. See what you can make of it.Sincerely.The team

Generation V:

Luis, son of Zelda and Ramon. AFFLICTED

Generation IV:

Ramon, son of Ricardo and Lydia. AFFLICTEDZelda, married to Ramon. HEALTHYFelipe, brother of Ramon. AFFLICTEDJuan, son of Miguel and Letty. AFFLICTEDCira, daughter of Miguel and Letty. HEALTHYRoberto, son of Miguel and Letty. HEALTHYNora, daughter of Jesus and Margarita, AFFLICTEDAlejandro, son of Pedro and Beatriz. AFFLICTEDDelia, daughter of Dano and Andrea. AFFLICTEDTio, son of Dano and Andrea. AFFLICTEDMaria, daughter of David and Guadelupe. AFFLICTEDNariza, daughter of David and Guadelupe. AFFLICTED

438 | P a g e

WEXLER'S SEARCH FOR THE HUNTINGTON'S GENE

Generation III:

Lydia, daughter of Carlos and Imelda. AFFLICTEDRicardo, married to Lydia. HEALTHYHelga, daughter of Carlos and Imelda. HEALTHYLetty, daughter of Carlos and Imelda. AFFLICTEDMiguel, married to Letty. HEALTHYMargarita, daughter of Carlos and Imelda. AFFLICTEDJesus, married to Margarita. HEALTHYBeatriz, daughter of Carlos and Imelda. AFFLICTEDPedro, married to Beatriz. HEALTHYJuanita, daughter Javier and Bonita. AFFLICTEDBenito, son of Javier and Bonita. HEALTHYDano, son of Chito and Chelita. AFFLICTEDAndrea, wife of Dano. HEALTHYDavid, son of Chito and Chelita. AFFLICTEDGuadelupe, wife of David. HEALTHYHoratio, son of Chito and Chelita. HEALTHYLucio, son of Chito and Chelita. HEALTHY

Generation II:

Imelda, daugher of Rigo and Esmerelda. AFFLICTEDCarlos, married to Imelda. HEALTHYJavier, son of Rigo and Esmerelda. AFFLICTEDBonita, married to Javier. HEALTHYChito, son of Rigo and Esmerelda. AFFLICTEDChelita, married to Chito. HEALTHY

Generation I:

Rigo. AFFLICTEDEsmerelda. HEALTHY

438 | P a g e

439 | P a g e

DNA Technology Notes

440 | P a g e

DNA Technology NotesWhat is selective breeding?

The process of selecting and breeding plants or animals with specific desired traits.

What is genetic engineering?

Genetic engineering is a technology that involves manipulating the DNA of one organism in order to insert exogenous DNA (DNA from another organism).

What is a genome?

An organism’s genome is the total DNA present in the nucleus of each cell.

In order to study a specific gene, that gene must be isolated from the rest of the genome.

What are restriction enzymes and how are they used in genetic engineering?

Restriction enzymes are proteins that bind to specific DNA sequences and cleave the DNA within that sequence.Some types of bacteria contain restriction enzymes as a defense against viruses.When the restriction enzyme cleaves genomic DNA, it creates fragments of different sizes that are unique to every individual.

What is gel electrophoresis and how does it work?

Gel electrophoresis is a way to separate DNA fragments that have been cut by a restriction enzyme.

1. DNA fragments are loaded into the negatively charged end of a gel.

2. Electric current is applied, and DNA moves through the gel towards the positive end of the gel.

3. Because the smaller fragments move faster and farther, a unique pattern is created based on the size of the DNA fragments.

What is recombinant DNA?

Recombinant DNA is a molecule made of DNA from different sources.Using restriction enzymes, DNA fragments can be cut and inserted into viral plasmids.These viral plasmids can be inserted into living bacteria through transformation.

441 | P a g e

DNA Fingerprinting Coloring & Reading

442 | P a g e

DNA Fingerprinting Coloring & Reading

443 | P a g e

Genetic Engineering Review

Use Chapter 13, sections 2 and 3 (pages 363 – 379), to help you with this section.

Vocabulary Review

Word BankA. DNA insertion B. cloning C. DNA fingerprint D. DNA sequencing E. genetic engineeringF. human genomeG. Human Genome Project H. PCR

I. plasmidJ. recombinant DNA K. restriction enzyme L. inbreedingM. sticky endsN. mutagenesisO. hybrid

Matching____ 1. Scientific effort to determine the approximately 3 billion nucleotide base sequences of every human gene____ 2. Process of moving genes from the chromosomes of one organism to those of another____ 3. Process of making multiple copies of a DNA____ 4. Increasing the mutation rate____ 5. A molecule formed when fragments of DNA from 2 or more different organisms are

spliced together ____ 6. Circular pieces of bacterial DNA ____ 7. The process of inserting DNA into another organism, usually bacteria.

____ 8. Technique of identifying the nitrogen base sequence in a DNA sample____ 9. Entire collection of genes within human cells____ 10. These organisms are often hardier than their parents____ 11. Growing large numbers of identical cells from one cell____ 12. Image of dark bands that reflects the composition of an individual’s DNA molecule____ 13. Used to cut DNA at a specific site because it recognizes and binds to a specific sequence

of DNA nucleotides____ 14. Short sequence of unpaired DNA nitrogen bases created when restriction enzymes

cleave DNA____ 15. Crossing individuals with similar characteristic

444 | P a g e

Genetic Engineering Review

Short Answer1. Why might farmers want to grow certain genetically engineered plants?

2. How could information obtained from the Human Genome Project be useful?

Recombinant DNA1. Number the following statements to show the steps scientists follow to make a recombinant

DNA molecule.

____ a. Insert the desired gene into a plasmid

____ b. Bacteria begin producing the desired protein

____ c. Identify the desired gene

____ d. The recombinant plasmid is taken up by a host bacterium

____ e. Isolate the desired gene

2. Label the parts of the following diagrams. Shade the bacterial plasmid DNA and leave theinsulin genes unshaded.

3. What are some of the products of recombinant DNA technology? __________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________

445 | P a g e

Restriction Enzymes and Gel Electrophoresis

Materials

9 Red pop-it beads

8 Yellow pop-it beads

8 Green pop-it beads

10 Blue pop-it beads

Colored pencils

Procedure

1. Use the diagram above as a reference to construct a string of pop-it beads with the same color pattern.

2. Use “Enzyme 1” to fragment the strand of DNA (pop-it beads) based on the ligation information (“Cuts Between”) provided on the table to the right.

3. Use the colored pencils to draw the fragment sizes in the appropriate cell of the table. Use the table on your student worksheet, as this will be turned in.

4. Line up the fragments as they would separate if run through an electrophoresis gel. Use the colored pencils to draw them in the appropriate “Gel Banding Pattern” cell of your table.

5. Repeat this procedure for each enzyme (Note: Enzyme 2 and 3 means that first, enzyme 2 fragments the DNA, then enzyme 3 cuts the fragments made by enzyme 2.)

446 | P a g e

Restriction Enzymes and Gel Electrophoresis

Cuts Between Fragment Size Gel Banding Pattern

Enzyme 1 Blue and Blue

Enzyme 2 Yellow and Blue

Enzyme 3 Red and Blue

Or

Blue and Red

Enzyme 4 Green and Yellow

Enzyme 2 & 3

Yellow and Blue

And

Red and Blue

Or

Blue and Red

1. Why did we use four colors of beads? What do you think they represented?

2. How do molecules of varying sizes separate in electrophoresis? What is the purpose of the gel? What about the electricity

447 | P a g e

DNA Fingerprints

Assume that a crime has been committed, and after investigative police work, two suspects are apprehended. Hair specimens that are different from the victims were found at the crime scene. The DNA from the hair root cells was extracted and purified. This represents the unknown DNA sample.

DNA was also extracted from samples obtained from the two suspects. These DNA samples were each cleaved with the restriction enzymes Eco RI and Hin DIII in separate reactions. The objective is to analyze and match the DNA fragment patterns after agarose gel electrophoresis and determine if Suspect 1 or Suspect 2 was at the crime scene.

Key: Lane A – Crime scene sample cut with EcoRILane B – Crime scene sample cut with Hin DIIILane C – Suspect 1 sample cut with Eco RILane D – Suspect 1 sample cut with Hin DIIILane E – Suspect 2 sample cut with Eco RILane F – Suspect 2 sample cut with Hind DIII

Agarose Gel Electrophoresis Results:

448 | P a g e

A B C D E F

DNA Fingerprints

1. Using the key for the contents of each lane, determine which suspect – #1 or #2 – was at the crime scene? _____ Use evidence from the results to explain and support your answer:

2. Could the DNA samples have been distinguished from one another if only the restriction enzyme Eco RI had been used? ______ Explain your answer.

449 | P a g e

Genetics Unit Student Concept Cards(glue your envelope and cards here)

450 | P a g e

Genetics Unit Concept Map(glue your envelope and cards here)

451 | P a g e

452 | P a g e

Name: Period:

Parent/ Significant Adult Review PageStudent Portion

Unit Summary (write a summary of the past unit using 5-7 sentences):

Explain your favorite assignment in this unit:

Adult PortionDear Parent/ Significant Adult:This Interactive Notebook represents your student’s learning to date and should contain the work your student has completed. Please take some time to look at the unit your student just completed, read his/ her reflection and respond to the following

Ask your child to teach you some concept about genetics. Write down three facts that you learned from your child.

What was the most impressive assignment that your child completed, and why?

Parent/ Significant Adult Signature:

Intentionally Left Blank

453 | P a g e

454 | P a g e

Genetics Review: Di-hybrid Cross, Incomplete Dominance, Co-dominance, and X-linked Inheritance

1. How are dominant alleles represented? ___________________________________

How are recessive alleles represented? ___________________________________

2. What do parents produce that combine to make a zygote? ____________________

3. In humans, normal pigmentation (coloring in skin, eyes, and hair) is dominant to albinism (no color in skin, eyes, or hair). Widow’s peak hairline is dominant to smooth hairline.

a. What are the two traits being studied? ________________ and ________________

b. How would the normal pigmentation allele be represented? _____

c. How would the albinism allele be represented? _____

d. How would the allele for widow’s peak be represented? _____

e. How would the allele for smooth hairline be represented? _____

4. If a homozygous normal pigmented person with a smooth hairline married an albino who was homozygous for widow’s peak, what would be the genotype and phenotype of their offspring?

Parental phenotypes:

normal pigmented, smooth hairline X albino, widow’s peak

Parental genotypes: ____________ X ___________

Parental gametes: _______ _______

Offspring genotype: __________

Offspring phenotype: ___________________________________

455 | P a g e

5. If one of the above offspring married an albino with smooth hairline, what would be the possible genotypes and phenotypes of their offspring?

Parental phenotypes: _________________________ X albino, smooth hairline

Parental genotypes: ____________ X ___________

Parental gametes: _____ _____ _____ _____ _____

Offspring Genotpes Offspring Phenotypes

6. In radishes, the shape may be long or round or oval. Oval is the blended form between the long and round forms and is due to incomplete dominance.

a. How would the long allele be represented? ________

b. How would the round allele be represented? ________

c. To be long, the organism would have to be homozygous long. What would be

the genotype of the plant that would produce long radishes? __________

d. To be round, the organism would have to be homozygous round. What would

be the genotype of the plant that would produce round radishes? __________

e. To be oval, an organism would have to be heterozygous. What would be the

genotype of the plant that would produce oval radishes? _______

f. Fill in the Punnett square to show the cross between two plants that produce oval radishes.

456 | P a g e

g. What is the genotypic ratio of the offspring in the above Punnett square?

____________________________________________

h. What is the phenotypic ratio of the offspring in the above Punnett square?

____________________________________________

7. A couple come into your office for genetic counseling. They want to know what their chances would be of having a child with sickle cell anemia. The husband has no known cases for sickle cell anemia in his family and tests negative for the marker for sickle cell. The wife has a cousin with sickle cell trait and she, herself, tests positive for sickle cell trait.

a. What is the husband’s genotype? __________

b. What is the wife’s genotype? _________

c. Fill in the Punnett square to show the possible genotypes of their children.

d. What is the chance of this couple having a child with:

normal RBC? ________ sickle cell trait? _________ sickle cell anemia? _________

8. A husband and wife want to know what blood type(s) their children could have. They are tested; the man has blood type A and the woman has blood type AB.

a. What is/are the possible genotype(s) for the man? _____________________

457 | P a g e

b. What is/are the possible genotype(s) for the woman? _____________________

c. Draw Punnett squares to figure out the possible genotypes their children might have.

d. What blood type(s) could their children have? ________________________________

9. The gene for color vision is sex-linked; that is, it is located on the X sex chromosome.

a. What are the sex chromosomes for a female? _________

b. What are the sex chromosomes for a male? _________

c. How many genes for color vision do females have? ________

d. How many genes for color vision do males have? ________

10. A woman who is a carrier for red-green color blindness marries a man who is

color blind.

a. What is her genotype? _____________

b. What is his genotype? ____________

c. Fill in the Punnett square to show the possible genotypes their children might 458 | P a g e

have.

d. What is the probability of this couple having a:

child with normal color vision? ________ child that is color blind? ________

color blind son? __________ color blind daughter? _________

daughter who is a carrier for color blindness? _________

459 | P a g e

460 | P a g e

Applied Genetics

Duchene muscular dystrophy is a deadly disorder in which the muscles grow progressively weaker. The disease is caused by a recessive gene on the X-chromosome. The pedigree chart below illustrates the inheritance of this gene. Use the chart to answer the questions that follow.

1. Is Duchene muscular dystrophy more likely to occur in males or in females? Explain.

2. Individual H is a female with this disorder. Explain how she inherited this disease.

3. Individual K has this disorder, yet his father did not. Explain how this is genetically possible.

4. Individual G does not have the disease, yet his mother was a carrier and his father had the disease. Explain how this is possible.

Genetics Unit Back Page

The California State Standards I have come to use and understand are:

How to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive).

The genetic basis for Mendel's laws of segregation and independent assortment.

How to predict the probable mode of inheritance from a pedigree diagram showing phenotypes.

461 | P a g e

From DNA study Guide)

Genetic Engineering

24. What is the Human genome?

25. The small ring of bacterial DNA is called?

26. Draw an example of recombinant DNA, using two different colors. Draw and label the plasmid portion of the recombinant with one color and draw and label the gene of interest with another color.

27. What is the function of restriction enzymes?

28. Explain the process of gel electrophoresis with respect to charge and size of DNA.

Use the following diagram of DNA fragmentation patterns to answer the questions below the diagram.

Lane 1: Child’s DNA fragmentation patternLane 2: Mother’s DNA fragmentation patternLane 3: Suspected father A’s fragmentation patternLane 4: Suspected father B’s fragmentation pattern

29. Which genes do the mother and the child have in common?

30. Which man is the father of the child?

31. Sequence the process of genetic engineering in order.

I. Bacteria begin to produce the desired protein.

II. The recombinant plasmid is taken up by a host bacterium.

III. Isolate the desired gene by cutting it with a restriction enzyme.

IV. Identify the desired gene.

V. Insert the desired gene into a plasmid DNA of bacterium.

463 | P a g e

1 2 3 4

Bands

a

b

c

d

e

f

g

h

Documents

Genetics Unit Cover Page - FTHS · Web viewGenetics, allele, dominant, recessive, homozygous, heterozygous, genotype, phenotype, law of segregation, hybrid, and law of independent