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MC |
Biology |
Standard: 04 |
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Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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How
did people respond to Mendel's ideas on inherited traits?
a. immediately accepted by his peers
b. thought to be far ahead of their time
c. not recognized for more than thirty years
d. found to be out of date even then
e. lost and have never been found
Correct
Answer: c
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MC |
Biology |
Standard: 04 |
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Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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The following pedigree chart shows sex-linked inheritance of color blindness for three generations of a family. Review the pedigree chart. Answer the following questions.
1. What is the genotype of Individual #2 in the first generation?
a. XCXc
b. XCXC
c. XCY
d. XcY
2. What type of trait is color-blindness?
a. Dominant
b. Recessive
c. Codominant
d. Multiple Allele
3. According to the pedigree, who is passing on the genes for color-blindness to Individual #4 of the third generation?
a. Individual #3 of the second generation
b. Individual #4 of the second generation
c. Individuals #3 and #4 of the second generation.
d. Individuals #2 and #3 of the second generation.
4. What is genotype of Individual #4 of the second generation?
a. XCXc
b. XCXC
c. XCY
d. XcY
5. What is the genotype of Individual #2 if the third generation?
a. XCXc
b. XCXC
c. XCY
d. XcY
Correct Answers:
1. a
2. b
3. c
4. a
5. d
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MC |
Biology |
Standard: 04 |
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Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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What is the probability of two heterozygous parents having a child that is homozygous dominant?
a. 1/8
b. 1/4
c. 1/2
d. 1
e. 2
Correct Answer: b
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MC |
Biology |
Standard: 04 |
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Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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In a cross involving simple dominance, using B = Black hair and b = blonde hair, if you have a male who is heterozygous crossed with a homozygous dominant female, what percent of their offspring will have blonde hair?
a. 0%
b. 25%
c. 50%
d. 75%
e. 100%
Correct Answer: c
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MC |
Biology |
Standard: 04 |
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Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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Using T = tall and t = short. If a heterozygous male crosses with a heterozygous female, what is the genotype ratio?
a. 2:2
b. 4:0
c. 3:1
d. 3:3
e. 1:2:1
Correct Answer: e
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MC |
Biology |
Standard: 04 |
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Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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Mary has natural blonde hair. Both of her parents have natural brown hair. In humans, brown is dominant and blonde is recessive. Chose the genotype that best describes MaryÍs parents.
a. Bb and Bb
b. BB and Bb
c. BB and BB
d. bb and BB
e. bb and bb
Correct Answer: a
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MC |
Biology |
Standard: 04 |
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Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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Which of the following is an inference?
a. Selective breeding produces organisms with resistance to specific diseases.
b. Selective breeding creates larger fruits, such as strawberries.
c. Milk production in cows can be increased by selective breeding.
d. Humans who eat hybrid cows will become immune to infections.
Correct Answer: d
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MC |
Biology |
Standard: 04 |
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Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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The creeper syndrome in chickens is due to a recessive condition that results in the severe shortening of the legs. A chicken producer mates a rooster (Cc) to hens that are carrying the creeper gene also (Cc). What are the expected genotypic and phenotypic ratios of the offspring of each hen?
a. 2 normal chickens (CC), 2 creepers (cc)
b. 2 normal chickens (CC), 1 creeper (cc), 1 carrier (Cc)
c. 3 normal chickens (CC), 1 carrier (Cc)
d. 1 normal chicken (CC), 1 creeper (cc), 2 carriers (Cc)
e. 1 normal chicken (CC), 2 creepers (cc), 1 carrier (Cc)
Correct Answer: d
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MC |
Biology |
Standard: 04 |
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Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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Which
breeding system reduces genetic variation in a population?
a. Crossbreeding
b. Linebreeding
c. Inbreeding
d. Outcrossing
e. Outbreeding
Correct
answer:
c
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MC |
Biology |
Standard: 04 |
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Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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A family with a history of breast cancer has been given an opportunity to have all family members tested for the BRCA2 breast cancer gene. The presence of even a single copy of the detrimental gene indicates a significantly higher risk for a carrier; two copies elevates the risk even higher. One branch of the family (1) wishes to be tested immediately but another (family 2) wishes not to be tested.
What would a genetic counselor say to the families?
a. There is no chance these families will be affected by the disorder, therefore testing is not necessary.
b. There is no chance these families will be affect3ed by the disorder, but testing will be required by the counselor.
c. There is a chance that one or more family members will be affected, so testing is required.
d. There is a chance that family members will be affected, but testing will be up to the individuals.
Correct Answer: d
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I |
Biology |
Standard: 04 |
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Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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Assuming the data relating to height of pea plant in MendelÍs experiments, use the Punnett Square to answer the two questions below.
A
heterozygous tall plant is crossed with a purebred (homozygous) short plant.
Let (T) represent the gene that controls the appearance of the tall plants
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T |
t |
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t |
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t |
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1.
Use the chart to determine the number of each type.
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Number of Plants |
Type |
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Tall Heterozygous |
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Tall Purebreds |
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Short Heterozygous |
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Short Purebreds |
2.
What type of parent plants would you need in order to have all tall
heterozygous plants?
Rubric:
1. 2
pts for 2 tall heterozygous
2 pts for 2 short purebred (homozygous)
2. 2
pts for purebred tall and purebred short
1 pt for one of the answers either purebred tall or purebred short
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I |
Biology |
Standard: 04 |
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Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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Genetic History Lesson
You
are a genetic counselor and have prepared a family history for a woman (Jane)
who has just given birth to a son who has hemophilia. Hemophilia is a sex-linked
trait that shows up in 50% of the sons born to mothers who are carriers for the
disease. Jane has four sisters and a brother; none of them have hemophilia,
neither do her parents. It is not known whether or not any others in the family
are carriers for the disease. With the information provided and your knowledge
of heredity answer the following questions.
1.
Assuming that no fresh mutations have occurred in this family, draw a pedigree
showing the history of hemophilia in the family. Indicate all possible gene
combinations.
2.
Use a Punnett square to show possible offspring that could occur if Jane's
husband is a normal male. (Remember: this is a sex-linked trait).
3.
As you were counseling with Jane, about the implications of her being a carrier
for hemophilia, she refuses to tell the names of her sisters who are all of
child bearing ages. She warns you not to upset her family by trying to make
contacts. You are concerned about this refusal. Why?
4.
In your opinion should genetic counselors be required to keep the information
of those who seek their services private? Why or why not?
Correct
Answers:
1
& 2.
3. Since Jane's brother doesn't have the
disease, he must not have inherited the gene from his mother, but all of Jane's
sisters could also be carriers for hemophilia just like Jane. Because the
sisters are all of childbearing age, if any sister is a carrier each of her
sons would have a 50% chance of inheriting hemophilia. As a counselor you would
feel it important to share this information with the sisters so that they could
consider whether they should be tested, and make family planning decisions
based on the outcome of the tests.
4. This is an opinion question, look for
logical explanations backed up with evidence.
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I |
Biology |
Standard: 04 |
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Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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Neighborhood Health Fair
The
Johnson Family went to a neighborhood health fair. They were impressed with the
many screenings, demonstrations, and exhibits related to health promotion and
disease prevention. They went to a booth where the staff was doing blood
screening. One of the diseases that was screened for was sickle-cell anemia.
Sickle-cell anemia is a genetic disorder of red blood cells that occurs when
someone inherits two recessive genes for the disease, one from each parent. A
person who inherits only one recessive gene will not usually get the disease
but is said to have the sickle- cell trait.
The
disorder causes the red blood cells to become distorted. They then cannot flow easily through
the tiny capillaries, and they create an obstruction. This decreases the blood
supply to the vital organs, which in turn may be damaged.
When
the Johnson family got their tests back, they made a pedigree showing the trait
in their family. Use the pedigree and your knowledge of inheritance to answer
the following questions.
1.
Look at the parents (#1 and #2) they both have the genotype Aa. This means they
a. have sickle-cell anemia
b. have a gene mutation
c. are carriers of the sickle-cell trait
d. will eventually develop sickle-cell anemia
2.
Person #7 in the pedigree, female genotype aa
a.
has sickle-cell anemia
b. is a carrier for sickle-cell anemia
c. will show no symptoms of sickle-cell anemia
d. will have blood that will not clot
3.
Person #5 , a male with genotype Aa
a.
probably will not be able to participate in active sports
b. possibly will die at an early age from sickle-cell anemia
c. could develop sickle-cell anemia later in life
d. will not have sickle-cell anemia
4.
If person # 5 were to marry a person who was normal and not a carrier for
sickle-cell trait
a. one half of their children would be carriers for sickle cell
anemia
b. one half of their children will develop sickle-cell anemia
c. all of their children would be carriers for sickle-cell anemia
d. all of their children would develop sickle-cell anemia
5.
Not long after child #5 visited the health fair where he had this screening, he
decided to try out for his high school basketball team. His coach reviewed his
medical history and found that he had the sickle-cell trait. Even though he
seemed to be in excellent physical condition his coach released him from the
team fearing that he would not be able to perform to his peak performance at
critical times. The coach recommended that #5 try out for a less strenuous
sport. How should #5 reply?
6.
Some people believe that all citizens should submit to blood tests to screen
for genetic disorders. They argue that the program would benefit public health
and allow them to plan their family more rationally. What problems might
screening of this type cause?
Correct
Answers:
1. c
2. a
3. d
4. d
5. He should tell his
coach that having sickle-cell trait merely means that he is a carrier for
sickle-cell anemia and that he would not get the disease. There would be no
reason he should not be able to perform at his peak performance in any game, as
his physical condition would not be affected in any way by being a carrier.
6. Besides being
costly, it may lead to discrimination. Health insurance carriers for example
may not want to pay for medical costs of people, who, based on their genetic
screening, are at risk for certain disorders.
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I |
Biology |
Standard: 04 |
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Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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In
the pedigree above, the shaded individuals are homozygous recessive.
1. What is the genotype of individual B?
a. heterozygous
b. homozygous
recessive
c. homozygous
dominant
d. can not tell from
the diagram
2. What is the genotype of individual E?
a. heterozygous
b. homozygous
recessive
c. homozygous
dominant
d. can not tell from
the diagram
3. If individual E married an individual
who is homozygous recessive, what is the probability that their first child
will be homozygous recessive?
a. 1/8
b. 1/4
c. 1/2
d. 1
Correct
Answers:
1. a
2. a
3. c
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I |
Biology |
Standard: 04 |
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Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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R |
r |
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R |
RR |
Rr |
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r |
Rr |
rr |
1. From the information shown above, if red
is the dominant trait, what % of the offspring will show the red phenotype?
a. 0%
b. 25%
c. 50%
d. 75%
e. 100%
2. From the information shown above, what
% of the offspring will be heterozygous?
a. 0%
b. 25%
c. 50%
d. 75%
e. 100%
Correct
Answers:
1. d
2. c
|
I |
Biology |
Standard: 04 |
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Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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Mary's Future
Cystic
Fibrosis (CF) is a recessive genetic disorder; this means that in order for a
child to inherit the trait, he/she must inherit a recessive gene from each
parent.
Cystic
Fibrosis (CF) is the most common, lethal, inherited disorder in the Caucasian
population. The disease varies in severity from person to person, but very few
people with CF live beyond their 30's. The condition requires daily pulmonary
therapy to help clear mucous from the lungs, use of antibiotics to manage lung
infections, use of special diets and enzymes to manage digestive problems. The
medical treatments are costly ranging from $6,000 to $12,000 per year. Since
death from severe infection can occur at any time and will happen eventually to
all people affected with this genetic condition, some people with CF require special
counseling and support to live with this disorder.
Mary
does not have CF, but her sister Lisa has the disease. There is now a test
available that will detect the recessive gene in a person heterozygous for this
disease with 85% accuracy.
Directions: answer the following
questions based on reading and your knowledge of genetics.
1.
Draw a pedigree that will show Lisa and Mary and their parents; be sure to
include all possible genotypes.
2.
Using Punnett squares, predict the possibility of Mary having a child with CF.
Show Punnett squares based on all possible gene combinations.
3.
What conditions would have to be present in order for Mary's children to
inherit CF?
4.
Mary meets a guy named Joe after she goes to college, they become serious and decide
to get married. As it turns out, Joe has CF in his family and his baby sister
died from this disorder. What kind of hard personal choices might Mary and Joe
have to make?
Correct
answers:
1.
2.
3.In
order for Mary's children to inherit CF, Mary would have to be a carrier for
the disorder and her husband would either have to be a carrier or have the
disease.
4.Mary
and Joe would first have to decide if they should be tested to see if they are
carriers for CF. If neither is a carrier, their children would all be normal.
If only one of them was a carrier, their children could not inherit the
disorder, but could be carriers. If both were carriers, their children would
have a one in four chance that they would inherit CF, and there would be a 50%
chance that they would be carriers for the disorder. If Mary and Joe were both
carriers, they may also consider adoption or other options suggested by a
genetics counselor.
Scoring
Guide:
Use answer keys, look for accuracy, completeness, and neatness, look for
understanding of the basic principles of inheritance.
|
I |
Biology |
Standard: 04 |
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Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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Going Public with Neurofibromatosis
Suppose
John Merrick, the grossly deformed central character of the movie and play
"Elephant Man" lived here and now instead of 19th century England.
Would he still be shunned and treated like an ugly freak by those who couldn't
see his humanity because of his distorted face?
What
Merrick had was a little-known genetic disorder called neurofibromatosis.
Probably 100,000 Americans have the same disease today. There is no cure. And
the social and vocational rejection many victims encounter may hurt more than
the complex medical problems they must face.
Below
is a pedigree for a family affected with neurofibromatosis, answer the
following questions based on the information on the pedigree.
1.
Look at grandparents 1 and 2 how many children do they have?
a. 3 boys, 1 girl
b. 3 girls, 1 boy
c. 1 boy, 1 girl
d. 1 girl
2.
According to the pedigree, this type of trait is
a.
a sex-linked trait
b. a recessive trait
c. a genetic mutation
d. a dominant trait
3.
Which of the following genotypes would produce a person with neurofibromatosis?
a. NN
b. Nn
c. nn
d. NN and Nn
Correct
Answers:
1. c
2. d
3. d
|
I |
Biology |
Standard: 04 |
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Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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Hope Springs in Vitro
Reprinted with permission
from Summit Magazine
University of Colorado at
Boulder
Winter 1989-90, pp. 12-15
"...
talking about a potential human being. Selective reduction is an intrauterine
abortion and should only be done under extraordinary circumstances, not for
trivial reasons."
Van Blerkom and other fertility scientists are gratified by the extraordinarily successful -- and appropriately named -- GIFT program, or "gamete intrafallopian transfer." Eggs are removed before ovulation, just as in IVF, but are reinserted in the fallopian tube by catheter along with the sperm, causing fertilization to occur within the mother's body. The process is acceptable to some Roman Catholics and others whose religious convictions rule out IVF.
"If
a couple and their fertility scientists have exhausted every other means of
getting pregnant, you can do this method if the woman's tubes are open. The
first time the egg meets sperm it works, that is, at a 70 percent pregnancy
rate. Of those 70 percent who get pregnant, three-quarters have babies,"
he claims.
Though
not small -- Reproductive Genetics-In Vitro gets more than 400 calls a year and
accepts about 200 patients -- it is personal. Patients are accepted only after
a rigorous educational and screening process, and lengthy discussions of the
patients' hopes and responsibilities.
His
own feelings about helping create life changed after he became a father, Van
Blerkom says. His wife, Cathy, a pathologist and graduate of CU's biology
program and medical school, gave birth to their daughter Elizabeth three and
one-half years ago. A second baby is due in March. Being a parent adds to his
"torment" when IVF doesn't work for his patients.
"We
do have couples who haven't become pregnant, and they would be wonderful
parents. Some are too old to go through the lengthy adoption process. If IVF
doesn't work, we try to get them on with their lives rather than continue to
spend more money and endure more disappointment. But it's their decision."
Poor couples cause his greatest anguish. He remembers a husband and wife who
both worked and mortgaged their home, barely saving enough for one IVF attempt.
Fortunately it was successful.
Although
disappointments occur for some, Van Blerkom and Henry point with pride to
pictures of all 114 babies conceived there, including the first set of IVF
ultrasound-guided normal quintuplets ever born and quadruplets who are among
only four normal sets born through IVF.
"We
don't set out to accomplish multiple births. In fact, we try to prevent them
from happening unless the patients request them, but sometimes the unexpected
happens," he says.
Laboratory
work began in high school for Van Blerkom, who took after-school jobs while
growing up in New York City. He earned an undergraduate biology-biochemistry
degree at City College of New York, then followed an older brother...
After
reading the above article, answer the following questions.
1. What is in vitro fertilization? Explain how it works.
2. List at least 2 advantages and at least
2 disadvantages.
3. How does in vitro fertilization promise hope for some?
4. Do you feel humans should use knowledge
and technology to intervene in the process of conception? Support your opinion.
Ideal
Answers & Scoring Guide:
1. 5 points for definition and 5 points
for explanation.
In
vitro fertilization involves the joining of egg and sperm (conception) outside the
body - usually in a culture dish. Ova are removed from the female and sperm is
removed from the male - both are combined in a culture dish. When the ova are
fertilized, the resulting zygotes are then implanted back into the female's
body.
2. 5 points for 2 advantages and 5 points
for 2 disadvantages.
Advantages
include children for infertile couples, and propagation of endangered species.
Disadvantages
include expense and possibility of multiple births.
3. 5 points.
Hope
is shown for infertile couples and for protecting threatened and endangered
species.
4. Answers will vary -- 2 pts for
answering question and 10 points for support
|
E |
Biology |
Standard: 04 |
|
Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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Predict
the offspring that will result when a purebred tall pea plant (T) is crossed
with a purebred short (t) plant.
Ideal
answers:
The
offspring would receive the heterozygous trait for tallness, Tt, 100%
The
Punnett square would look like this:
|
|
t |
t |
|
T |
Tt |
Tt |
|
T |
Tt |
Tt |
Scoring
Guide:
Correct
outcome of offspring-40%
Reason by Punnett square or other valid means-40%
Spelling, punctuation, language usage-20%
|
E |
Biology |
Standard: 04 |
|
Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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Fill
in the genotypes for the family depicted in the figure below.
|
|
R |
r |
|
r |
|
|
|
r |
|
|
Correct
Answer:
|
|
R |
r |
|
r |
Rr |
rr |
|
r |
Rr |
rr |
Scoring
Guide:
Correct
genotypes-50%
Proper use of Punnett square-50%
|
E |
Biology |
Standard: 04 |
|
Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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A
woman who carries one copy of the gene for hemophilia (a sex-linked recessive
condition) marries a man who is a non-carrier of that disease. What proportion
of their daughters will be hemophiliacs? What proportion of their sons? Explain
the genetic principle involved in this situation. Use a Punnett square to find
your solution.
Scoring
Guide:
A sex-linked cross:
0% of daughters would display the syndrome
50% of sons would display the syndrome
50% of daughters would carry the recessive version of the gene
|
E |
Biology |
Standard: 04 |
|
Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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A
red four-o-clock flower is cross-pollinated with a white four-o-clock flower.
When the seeds were planted the following year, the flowers were pink. From the
seeds of the second year (produced by the pink-flowered plants), you have
planted your flower bed and are wondering what colors of flowers to expect. Use
a Punnett square and appropriate symbols to project what you expect to find next
year.
Scoring
Guide:
*
red, * pink, * white
4 -
Correct Punnett, appropriate symbols, correct F2.
3 -
Two of three standards.
2 -
One of three standards.
1 - One correct item.
|
E |
Biology |
Standard: 04 |
|
Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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|
In
humans the ability to taste a chemical called phenylthiourea (PTC) is a
dominant trait. If a man who is heterozygous for tasting PTC marries a woman
who is homozygous for non-tasting, what probability do their children have of
being tasters? Non-tasters?
Use
a Punnett square in your solution.
Scoring
Guide:
A
test cross: 50% chance taster; 50% chance non-taster.
|
|
T |
t |
|
t |
Tt |
tt |
|
t |
Tt |
tt |
|
E |
Biology |
Standard: 04 |
|
Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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Using
an example, explain how ABO blood typing could be used to detect the correct
parent of a newborn if there was a mix-up in a nursery.
Ideal
Answer:
Blood
types are A, B, AB, and O. A child with type O blood cannot ordinarily have 1
or both parents with type AB blood, but can have parents with all other types
as long as each has the O allele. A child with type AB blood cannot have one or
both parents with type O; he cannot have both parents with type B or both
parents with type A.
|
E |
Biology |
Standard: 04 |
|
Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
|
|
Some of BillÍs rabbits are born with brown hair. Both the father and mother are black. How is this possible? Show your explanation with a Punnett square.
Ideal Answer:
It is possible that both parents were heterozygous, Bb, for black hair. They would have a 25% chance of producing offspring that are recessive, bb, for brown coat.
|
|
B |
b |
|
B |
BB |
Bb |
|
b |
Bb |
bb |
Scoring
Guide:
Explanation
of hybrid traits-40%
Punnett square properly shown-40%
Spelling, punctuation, language usage-20%
|
E |
Biology |
Standard: 04 |
|
Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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|
Through
genetic engineering and other techniques, parents may soon be able to choose
the sex of their children. Give at least four possible consequences of this
action.
Scoring
Guide:
4 -
4 consequences mentioned in detail
3 -
3 consequences mentioned in detail
2 -
2 consequences mentioned in detail
1 -
1 consequence mentioned in detail
|
E |
Biology |
Standard: 04 |
|
Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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|
ILO: |
|
|
Scientists have developed techniques of cloning plants and some animals. Describe one social or ethical problem that could result if humans were able to clone themselves.
Ideal
answers:
May vary, but must describe an actual social or ethical problem, how they
supported problem. Writing and grammar count 20%.
|
P |
Biology |
Standard: 04 |
|
Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
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ILO: |
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Title: From Parents to Child
Purpose:
The
purpose of this activity is to show how traits are inherited from one
generation to the next and the wide variety of gene combinations that can occur
even if the parents are genetically identical. You will build a face using a
predetermined set of facial traits. Determine the gene combinations by flipping
coins. (Note: In reality, facial structure is much more complex than this)
Materials
Needed by each Couple:
Two pennies
Colored pencils
2
pieces of 8 x 11 white paper
1
student worksheet (these can be copied as a packet and reused)
2
copies of the data sheet
Scoring
Guide:
4 Genes,
genotypes, and phenotypes correctly filled in; face drawn to follow the
phenotypes on the chart. Summary statement is clear and active.
3 Genes,
genotypes, and phenotypes correctly filled in; face not drawn using all of the
correct phenotypes.
2 Genes,
genotypes, and phenotypes not all correct; face drawn haphazardly.
1 Chart
not correctly filled in; face not related to chart.
Student Worksheet
(PLEASE DO NOT WRITE IN THIS
PACKET)
From Parents to Child
Purpose:
The
purpose of this activity is to show how traits are inherited from one
generation to the next and the wide variety of gene combinations that can occur
even if the parents are genetically identical. You will build a face using a
predetermined set of facial traits. Determine the gene combinations by flipping
coins. (Note: In reality, facial structure is much more complex than this)
Procedure:
Have
you ever wondered why people that are closely related can look so different?
This happens because a large number of traits exist in the human population and
humans continue to create more variation as they reproduce. Even relatives as
close as brother and sister can vary widely in their appearance. This activity
should show you how this can happen. You are going to be a parent for this
activity. Congratulations! We hope you will be successful in this very
important role as parents. Record your names, as parents, on the attached data
sheets.
What
would your baby look like if both you and your classmate (who will simulate
your spouse) have one dominant gene and one recessive gene for each of the
facial features illustrated in the following pages? In other words, each of you
will be heterozygous for each trait. To determine the facial appearance of your
child, you and your spouse will each flip a coin to determine what bit of
information or gene you will contribute to the child. HEADS will represent
DOMINANT (shown with a large letter) and TAILS will represent RECESSIVE (shown
with a small letter). Flip the coins to determine which gene of each pair you
contribute. Each child will have two genes for each trait, one from each
parent. You will supply one gene and your spouse will supply one gene. Record
the genetic contributions of each parent on the chart provided. When you have
determined all of the traits your baby's face will have, draw and color they
way the baby will look after he/she has reached high school age. You and your
spouse will produce two children during this activity.
Keep
in mind that the manner in which these traits are shown to be inherited in this
activity is oversimplified. In reality, inherited characteristics of the face
are much more complicated than this activity shows. Most of these facial
characteristics are determined by many genes working together in a way
geneticists do not yet understand.
DO NOT DRAW YOUR CHILD UNTIL
ALL TRAITS HAVE BEEN DETERMINED!
SEX: First, we should determine
the sex of the child. Which parent should flip a coin to determine the sex of
the child? Heads will be a boy (Y-bearing sperm) and tails will be a girl
(X-bearing sperm). Once the sex of the child has been determined, give your
child a name and record the name and sex of the baby on one of the data sheets.
Continue by determining other characteristics of the child.
1.
FACE SHAPE:
Round (RR, Rr) Square
(rr)
2.
CHIN PROMINENCE:
Very Prominent (VV, Vv) Less
Prominent (vv)
3.
CHIN SHAPE: ONLY flip coins for this trait if chin shape genotype is VV or Vv.
(The
genotype vv prevents the expression of the next two pairs of genes)
Round (RR, Rr) Square
(rr)
4.
CLEFT CHIN
Present (AA, Aa) Absent
(aa)
5.
HAIR COLOR:
To
determine color of hair, assume there are three gene pairs involved. Flip your
coins first to determine the genotype of the first pair of genes (AA, Aa, aa).
Then flip your coins again to determine the genotype of the second pair of
genes (BB, Bb, bb). Flip for the last time to determine the third pair of genes
(CC, Cc, cc). Each capital from the gene pairs represents an active allele for
pigmentation. Determine the hair color from the chart on the next page.
6 capitals = very dark black hair (AABBCC)
5 capitals = very dark brown hair (AABbCC,
AaBBCC, etc)
4 capitals = dark brown hair (AaBbCC,
AABBcc, etc)
3 capitals = medium brown hair (AaBbCc,
aaBBCc, etc)
2 capitals = light brown hair (aaBbCc,
AabbCc, etc)
1 capital = light tan hair (Aabbcc,
aaBbcc, etc)
no capital = white hair (aabbcc)
6.
HAIR TYPE:
Curly (CC) Wavy
(Cc) Straight
(cc)
7.
WIDOW'S PEAK: The
hair-line comes to a point in the center of the forehead.
Present (WW, Ww) Absent
(ww)
8.
COLOR OF EYEBROWS:
Very Dark (HH) Medium
Dark (Hh) Light
(hh)
(Black) (Brown) (Blonde
or Red)
9.
EYEBROW THICKNESS:
Bushy (BB, Bb) Fine
(bb)
10.
EYEBROW PLACEMENT:
Not Connected (NN, Nn) Connected
(nn)
11.
EYE COLOR:
Darker
eyes are produced in the presence of more active alleles. In this situation,
large letters (A or B) represent alleles that are active in depositing dark
pigment. Small letters (a or b) represent alleles that deposit little pigment.
To
determine the color of the eyes, assume there are two gene pairs involved, one
which codes for depositing pigment in the front of the iris and one which codes
for depositing pigment in the back of the iris. Determine the genotype of the
first pair (AA, Aa, aa) and then the second pair (BB, Bb, bb). Look at the
following key to determine eye color:
AABB = Dark brown
AABb = Brown
AaBB = Brown
AaBb = Brown
AAbb = Dark blue
aaBB = Dark blue
Aabb = Light blue
aaBb = Light blue
aabb = Pale blue (bluish gray)
12.
EYES-- DISTANCE APART:
Close Together (EE) Average
Distance (Ee) Far Apart (ee)
13.
EYES-- SIZE:
Large (EE) Medium
(Ee) Small
(ee)
14.
EYES-- SHAPE:
Almond (AA, Aa) Round
(aa)
15.
EYES-- SLANTEDNESS:
Horizontal (HH, Hh) Upward
Slant (hh)
16.
EYELASHES: ("MOVIE TYPE")
Long (LL, Ll) Short
(ll)
17.
MOUTH-- SIZE:
Long (MM) Average
(Mm) Short
(mm)
18.
LIPS:
Thick (LL, Ll) Thin
(ll)
19.
PROTRUDING LIP:
Very Protruding (HH) Slightly
Protruding (Hh) Absent
(hh)
20.
DIMPLES:
Present (DD, Dd) Absent
(dd)
21.
NOSE SIZE:
Big (NN) Medium
(Nn) Small
(nn)
22.
NOSE SHAPE:
Rounded (RR, Rr) Pointed
(rr)
23.
NOSTRIL SHAPE:
Rounded (RR, Rr) Pointed
(rr)
24.
EARLOBE ATTACHMENT:
Free (FF, Ff) Attached
(ff)
25.
DARWIN'S EARPOINT:
Present (DD, Dd) Absent
(dd)
26.
EAR PITS:
Present (PP, Pp) Absent
(pp)
27.
HAIRY EARS:
(Hairy ears is sex-limited to males)
Absent (HH, Hh) Present
(hh)
28.
FRECKLES ON CHEEKS:
Present (FF, Ff) Absent
(ff)
29.
FRECKLES ON FOREHEAD:
Present (FF, Ff) Absent
(ff)
30.
Second Child:
Now begin again and repeat this activity for a second child. Create another
face after flipping coins again to determine traits.
From Parents to Child
DATA SHEET
Parent's
Names ______________________________ & _______________________________
Child
#1's Name __________________________________ Sex (Boy or Girl)______________
Child #1
|
Trait
No. |
Trait |
Gene
from Mother |
Gene
from Father |
Genotype |
Phenotype |
|
1 |
Face
Shape |
|
|
|
|
|
2 |
Chin
Prominence |
|
|
|
|
|
3 |
Chin
Shape |
|
|
|
|
|
4 |
Cleft
Chin |
|
|
|
|
|
5 |
Skin
Color |
|
|
|
|
|
6 |
Hair
Type |
|
|
|
|
|
7 |
WidowÍs
Peak |
|
|
|
|
|
8 |
Eyebrows:
Color |
|
|
|
|
|
9 |
Eyebrows:
Thick |
|
|
|
|
|
10 |
Eyebrows:
Place |
|
|
|
|
|
11 |
Eye
Color |
|
|
|
|
|
12 |
Eyes:
Distance |
|
|
|
|
|
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 |
|
|
|
|
|
24 |
Earlobe |
|
|
|
|
|
25 |
DarwinÍs
Earpoint |
|
|
|
|
|
26 |
Ear
Pits |
|
|
|
|
|
27 |
Hairy
Ears |
|
|
|
|
|
28 |
Freckles:
Cheeks |
|
|
|
|
|
29 |
Freckles:
Forehead |
|
|
|
|
Child #2
|
Trait
No. |
Trait |
Gene
from Mother |
Gene
from Father |
Genotype |
Phenotype |
|
1 |
Face
Shape |
|
|
|
|
|
2 |
Chin
Prominence |
|
|
|
|
|
3 |
Chin
Shape |
|
|
|
|
|
4 |
Cleft
Chin |
|
|
|
|
|
5 |
Skin
Color |
|
|
|
|
|
6 |
Hair
Type |
|
|
|
|
|
7 |
WidowÍs
Peak |
|
|
|
|
|
8 |
Eyebrows:
Color |
|
|
|
|
|
9 |
Eyebrows:
Thick |
|
|
|
|
|
10 |
Eyebrows:
Place |
|
|
|
|
|
11 |
Eye
Color |
|
|
|
|
|
12 |
Eyes:
Distance |
|
|
|
|
|
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 |
|
|
|
|
|
24 |
Earlobe |
|
|
|
|
|
25 |
DarwinÍs
Earpoint |
|
|
|
|
|
26 |
Ear
Pits |
|
|
|
|
|
27 |
Hairy
Ears |
|
|
|
|
|
28 |
Freckles:
Cheeks |
|
|
|
|
|
29 |
Freckles:
Forehead |
|
|
|
|
Analysis
Questions:
1. What percent chance did you and your partner have of producing a male child? A female child? Explain your answers.
2. Would you expect the other pairs of
students in your class to have a child identical to yours? Why or why not?
3. If a woman who is homozygous for almond
shaped eyes marries a man who is heterozygous for almond shaped eyes, what are
the probable genotypes and phenotype of the children. Show your work.
4. In this activity, what would the
genotype of the child be if the mother had been homozygous dominant for all
traits and the father had been homozygous dominant for all traits?
5. What are the possible genotypes of
parents of a child who has wavy hair (Hh)?
6. Which traits illustrate incomplete
dominance?
7. Which traits were controlled by
polygenic inheritance?
8. Did your second child look exactly like
your first child? Why or why not?
9. Under what condition would two children
have the same genotypes and phenotypes?
10. How might it be possible for you to
show a trait when neither of your parents shows that trait?
11. Do you think you could have some
genetic traits similar to your grandparents? How would this be possible?
Correct
Answers:
1. Fifty percent. The gene can either produce a male or
it can be absent and produce a female.
Only two chances.
2. No. The probability of two children to get the same combination
of dominant and recessive genes is almost zero.
3. All children will be almond shaped.
|
|
A |
A |
|
A |
AA |
AA |
|
a |
Aa |
Aa |
4. Homozygous dominant for all traits.
5. HH, Hh, hh
6. hair type, eyebrow color, eye distance
and size, protruding lip, nose size
7. eye and hair color
8. No, because different results came when
we flipped the coins or when we mixed different traits.
9. If they were identical twins. If they both have the same identical
genes for every trait.
10. If the trait is controlled by simple
dominance, and if my parents are heterozygous (or carriers of the recessive
gene) I could get the recessive gene from both parents and show the recessive
trait they donÍt show.
11. Yes. The genes that control those traits could be passed through
my parents to me.
|
P |
Biology |
Standard: 04 |
|
Objective: 02. Predict and interpret patterns of inheritance in sexually reproducing organisms. |
||
|
ILO: |
|
|
Determining Blood Types
Teacher Preparation
Description
After
learning and practicing blood typing with an artificial blood typing kit,
students perform a blood typing test on an unknown sample of artificial
blood. They also answer questions related to the immune response and
transfusions.
Materials Needed
‡
Blood Typing Kit (can be
purchased from Carolina Biological Supply Company)
‡
Toothpicks
‡
Student Sheet titled
"Determining Blood Types"
Advance Preparation
Order
Blood Typing kit from a biological supply company.
Inform
students of scoring rubric before they begin the test.
Time
Approximately 20 minutes
Student Background
Students should have learned about the immune response, diagrammed and labeled antibodies attaching to the corresponding antigens on cells, and learned and practiced the steps of blood typing in an activity prior to doing this performance test. They should also have learned about transfusions and universal donors and acceptors.
Scoring Guide
Blood
Type: 6 points if the student
correctly identified the blood type of the sample
Question #1:
4 points Diagram
and labels completely correct
3 points Correct
diagram with one labeling error
2 points Mostly
correct diagram with more than one labeling error
1 point Diagram
partially correct with incorrect labels
Question #2:
2 points
Type
O blood has no antigen for this system on the red blood cell
2 points
Recipient
has no immune response against the donor's red blood cells
Question #3:
2 points
Type
AB blood
2 points Recipient's blood has both A and B antigens, recognizes both A and B antigens as their own, therefore can receive blood from any healthy normal person
Question #4:
2 points If the wrong blood groups are mixed, the donor red blood cells will clump together, which will clog blood vessels and can cause kidney failure among other problems.
Determining Blood Types
Name_________________________________________________ Period______ Date______
Objectives:
Determine
the blood type of an unknown artificial blood sample.
Explain
how antibodies and antigens work in the immune system.
Explain
universal donors and recipients in transfusions.
Instructions:
1. Obtain the following materials:
´ anti-A and anti-B sera
´ unknown artificial blood sample
´ blood typing card
´ toothpicks
2. Write
the number of your unknown blood sample here: #_________________
3.
Follow the blood typing
procedure you learned in class to determine the blood type of your unknown
sample. When you discover your sample's blood type, record below.
(6 pts) Blood
Type:_____________
Questions:
(4 pts) 1. Make
a drawing that shows what is happening at the cellular level that causes the
blood to agglutinate, or clump. Label the red blood cells, antibodies and
antigens.
(4 pts) 2.
Explain why someone who has
type O blood is a universal donor for transfusions.
(4 pts) 3. Which
blood type is the universal acceptor, or can receive any blood type in a
transfusion, and why?
(2 pts) 4. Predict
what would happen if a person with type A blood received type B blood in a
transfusion.