Bio 9b friday 3 19 10 title introduction to genetic inheritance and variation
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Bio 9B: Friday, 3.19.10 Title: Introduction to Genetic Inheritance and Variation. Homework: Give me your Notebooks at the end of class (After the Do Now and the Genetics Overview)!!!! Finish drawing your baby! Do Now:

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Bio 9b friday 3 19 10 title introduction to genetic inheritance and variation

Bio 9B: Friday, 3.19.10Title: Introduction to Genetic Inheritance and Variation

  • Homework:

    • Give me your Notebooks at the end of class (After the Do Now and the Genetics Overview)!!!!

    • Finish drawing your baby!

  • Do Now:

    • How can an error in meiosis result in abnormal chromosome numbers in people? Nondisjunction Videos

  • Today’s Objectives:

    • Experiment with probability to see the diversity of offspring that can be made through sexual reproduction


Karyotyping activity part ii review

Karyotyping Activity – Part II Review

Nondisjunction Videos


Mendelian genetics genetic inheritance

Mendelian Genetics &Genetic Inheritance

Biology 9

Moretti and Dickson


Genetics overview

Genetics Overview

  • The study of gene inheritance and variation

  • Answers big questions like:

    • How are traits inherited?

    • Why do offspring look similar to their parents but not exactly like their parents?

    • How do we have so many different types of organisms and so much genetic variation?

  • Objectives for Class:

    • Experiment with probability to see the diversity of offspring that can be made through sexual reproduction


Mendelian genetics and probability

Mendelian Genetics and Probability

  • New Vocabulary:

    • Dominant and Recessive

    • Genotypes and Phenotypes

  • Objectives for Class:

    • Experiment with probability to see the diversity of offspring that can be made through sexual reproduction


Bio 9b friday 3 19 10 title introduction to genetic inheritance and variation

Mendelian Genetics and Probability

  • New Vocabulary:

    • Dominant and Recessive

      • Dominant:

        • The allele that is always expressed as a trait if it is present (regardless of other alleles)

      • Recessive:

        • The allele that is only expressed as a trait if the dominant allele is not present

Evidence:

True-breeding yellow x True-breeding green

(YY)(yy)

All yellow offspring

(Yy)

  • Objectives for Class:

    • Experiment with probability to see the diversity of offspring that can be made through sexual reproduction


Mendelian genetics and probability1

Mendelian Genetics and Probability

  • New Vocabulary:

    • Genotypes and Phenotypes

      • Genotypes:

        • The genetic make-up of an organism

        • The combination of alleles

      • Phenotypes:

        • The expressed physical characteristics

        • The “Trait”

          “Phenotypes are the sum of Genotypes + Environment”

  • Objectives for Class:

    • Experiment with probability to see the diversity of offspring that can be made through sexual reproduction


Makin babies mendelian genetics probability

“Makin’ Babies”: Mendelian Genetics & Probability

  • Use the “Genotype Data Table” to determine the Traits of your baby by flipping the coin a total of two times for each trait (once for each allele).

    • Heads = Dominant and X

    • Tails = Recessive and Y

  • For example: Face shape = R, so heads=R and tails = r

  • Write the combination of the alleles in the box next to the trait. This is the Genotype for each trait

  • Then, go to the Phenotype chart

    • Determine the Phenotype based on the Genotype from page 1

    • For example: if you flipped two RR for face shape, the phenotype would be Round

  • After all of the Phenotypes are determined, draw your baby by using the traits from the Phenotype chart

  • Objectives for Class:

    • Experiment with probability to see the diversity of offspring that can be made through sexual reproduction


Bio 9b monday 3 22 10 title genetic inheritance and variation

Bio 9B: Monday, 3.22.10Title: Genetic Inheritance and Variation

  • Homework:

    • Complete the analysis questions for the Makin’ Babies Activity

  • Do Now:

    • Learning how to use the “CLICKERS”

    • Actual Do Now in a few slides…

  • Today’s Objectives:

    • Differentiate between genotypes and phenotypes

    • Experiment with probability to see the diversity of offspring that can be made through sexual reproduction


Learning how to use the clickers

Learning how to use the “Clickers”

  • What are they?

    • Audience response tools that allow you to enter your response/ answer by “clicking” the handheld response card (sort of like Jeopardy).

  • Why are they cool?

    • Everyone can participate in class!

    • You can answer questions from class without waiting to be called upon!

    • In seconds, we can determine how many people really understand what we are doing and adjust accordingly to meet the needs of the class!


Learning how to use the clickers1

Learning how to use the “Clickers”

  • How do they work?

    • Each of you will get a clicker assigned to you (based on your last name position in the alphabet).

    • Every day you come to class, you will take your Clicker from the Clicker rack and sit down.

    • As I post slides that have questions for you to answer, you will “click” your answer on the handheld Clicker.

    • Your response goes right to the computer where software records the responses, tabulates the numbers of responses, and creates graphs to show how the class responds.


Your clicker number write it on the front of your notebook

Your Clicker Number:Write it on the FRONT of your notebook


Bio 9b friday 3 19 10 title introduction to genetic inheritance and variation

Now…

  • Get your clicker

  • Once everyone has their clicker…

    • Hold down the Channel button for a few seconds

    • Press ZERO and then TWO

    • Press Channel again

      (This will set your clicker to the proper channel)


Do now does this picture show genotypes or phenotypes click your answer

DO NOW: Does this picture show GENOTYPES or PHENOTYPES? “Click” your answer…

  • Genotypes

  • Phenotypes

0 of 30

  • Objectives for Class:

    • Differentiate between genotypes and phenotypes

:30


Vocabulary review

Vocabulary Review

  • Genotype:

    • genetic make-up/combination of alleles (Ex: AA, Aa, or aa)

  • Phenotype:

    • The traits that an organism has (Ex: purple flowers or white flowers)

  • Trait:

    • a specific characteristic that varies between individuals (Ex: flower color)

  • Objectives for Class:

    • Differentiate between genotypes and phenotypes


Vocabulary review1

Vocabulary Review

  • Fill in the blanks…

What is the phenotype?

What is the phenotype?

What is the genotype?

  • Which allele is dominant? Recessive? How do you know?

    • Purple (A) = Dominant

    • White (a) = Recessive

  • Objectives for Class:

    • Differentiate between genotypes and phenotypes


Bio 9b friday 3 19 10 title introduction to genetic inheritance and variation

Mendelian Genetics and Probability

  • New Vocabulary:

    • Homozygous and Heterozygous

      • Homozygous: Two of the same allele for a particular trait are present

        • Ex: RR = Round Face

        • Ex: rr = Square Face

      • Heterozygous: Two different alleles for a particular trait are present

        • Ex: Rr = Round Face

  • Objectives for Class:

    • Experiment with probability to see the diversity of offspring that can be made through sexual reproduction


Makin babies review and analysis w the clickers

“Makin’ Babies”: Review and Analysis (w/ the Clickers)

  • Now we will use the Clickers to collect the Class Results for question 4.

  • To do this, enter in your baby’s phenotype for each of the following traits:

    • Face Shape

    • Cleft Chin

    • Widow’s Peak

    • Earlobes

    • Gender

  • As we address each trait, write the percentages for each phenotype in the Class Results chart.

  • Use this data to complete analysis question #4.

  • Objectives for Class:

    • Experiment with probability to see the diversity of offspring that can be made through sexual reproduction


Phenotype class results what is the face shape of your baby

Phenotype Class Results:What is the face shape of your baby?

  • Round (dominant)

  • Square (recessive)

  • Objectives for Class:

    • Experiment with probability to see the diversity of offspring that can be made through sexual reproduction

22 of 26


Phenotype class results does your baby have a cleft chin

Phenotype Class Results:Does your baby have a cleft chin?

26

  • No, it’s absent (dominant)

  • Yes, it’s present (recessive)

22

  • Objectives for Class:

    • Experiment with probability to see the diversity of offspring that can be made through sexual reproduction


Phenotype class results does your baby have a widow s peak

Phenotype Class Results:Does your baby have a widow’s peak?

  • Yes, it’s present (dominant)

  • No, it’s absent (recessive)

22 of 26

  • Objectives for Class:

    • Experiment with probability to see the diversity of offspring that can be made through sexual reproduction


Phenotype class results what kind of earlobes does your baby have

Phenotype Class Results:What kind of earlobes does your baby have?

  • Unattached (dominant)

  • Attached (recessive)

22

of

26

  • Objectives for Class:

    • Experiment with probability to see the diversity of offspring that can be made through sexual reproduction


Phenotype class results what is the gender of your baby

Phenotype Class Results:What is the gender of your baby?

  • Girl (XX)

  • Boy (XY)

26

22

of

26

  • Objectives for Class:

    • Experiment with probability to see the diversity of offspring that can be made through sexual reproduction

0


Complete the analysis questions for the makin babies activity

Complete the Analysis Questions for the “Makin’ Babies” Activity

  • Please complete the questions on a separate sheet of paper…


3 23 10 get your clicker

3.23.10: Get Your Clicker…


Bio 9b tuesday 3 23 10 title genetic inheritance variation mendel s principle of segregation

Bio 9B: Tuesday, 3.23.10Title: Genetic Inheritance & Variation - Mendel’s Principle of Segregation

  • Homework:

    • Complete the Monohybrid Crosses Worksheet

  • Do Now:

    • Get a clicker and answer the question

    • Take out the Making Babies Analysis Questions

  • Today’s Objectives:

    • Use Mendel’s Principle of Segregation to explain: How can children show traits that their parents don’t have?

    • Use Punnett Squares to solve monohybrid crosses


Bio 9b friday 3 19 10 title introduction to genetic inheritance and variation

Do Now: Which of the following terms applies to traits, such as eye color, that are controlled by more than one gene?

30

  • Codominant

  • Polygenic

  • Recessive

  • Dominant

0


Vocabulary review2

Vocabulary Review

  • Fertilization:

    • the joining of two gametes in sexual reproduction

  • Zygote:

    • a fertilized egg cell that will grow and develop into an offspring


Bio 9b friday 3 19 10 title introduction to genetic inheritance and variation

A human zygote, like most other human cells, contains 46 chromosomes. How many chromosomes does the a zygote receive from the mother?

30

  • 12

  • 23

  • 46

  • 92

0


In the diagram below which process is fertilization

In the diagram below, which process is fertilization?

  • Process A

  • Process B

0 of 30


Some background on mendel and what he did to advance genetics

Some background on Mendel and what he did to advance genetics

You Don’t need to write this down:

  • GregorMendel studied genetics by doing experiments with pea plants.

  • He started with true-breeding plants, which he knew were homozygous for their traits.

  • Objectives for Class:

    • Use Mendel’s Principle of Segregation to explain: How can children show traits that their parents don’t have?

    • Use Punnett Squares to solve monohybrid crosses


Some background on mendel and what he did to advance genetics1

Some background on Mendel and what he did to advance genetics

You don’t need to write this down:

  • GregorMendel studied genetics by doing experiments with pea plants.

  • He started with true-breeding plants, which he knew were homozygous for their traits.

  • When he cross-bred these plants, he found that one phenotype was dominant over the other.

  • But when he cross-bred the offspring, the recessive phenotype reappeared!

  • How can we explain this??

  • Objectives for Class:

    • Use Mendel’s Principle of Segregation to explain: How can children show traits that their parents don’t have?

    • Use Punnett Squares to solve monohybrid crosses


Mendel s discoveries

Mendel’s Discoveries

  • Principle of Segregation

  • Principle of Independent Assortment

  • Objectives for Class:

    • Use Mendel’s Principle of Segregation to explain: How can children show traits that their parents don’t have?

    • Use Punnett Squares to solve monohybrid crosses


Mendel s discoveries principle of segregation

Mendel’s Discoveries: Principle of Segregation

  • Alleles segregate (separate) during meiosis so each gamete gets one allele

A

A

a

Two choices for gametes:

A or a

a

A

A

a

a


Principle of segregation continued

Principle of Segregation (continued…)

  • This explains why the recessivetrait reappears in the F2generation…

  • In ¼ of the offspring.

Source of Gametes


Bio 9b friday 3 19 10 title introduction to genetic inheritance and variation

In guinea pigs, rough coat (R) is dominant over smooth coat (r). A heterozygous guinea pig is mated with another heterozygous pig.What percentage of the next generation will have smooth coat?

30

  • 100%

  • 50%

  • 25%

  • 75%

0


Bio 9b friday 3 19 10 title introduction to genetic inheritance and variation

Bio 9B: Thursday, 3.23.10Title: Genetic Inheritance & Variation - Mendel’s Principle of Independent Assortment

Double Block

  • Homework:

    • Complete the calculations for the Part B and C analysis. Complete conclusion questions 1 and 2. (note: different than assignment sheet).

  • Do Now:

    • Homework Review: We need 3 volunteers to put problems 2, 3, and 4 on the side board

    • Everyone else is “clicking” their answers to the questions on the board

  • Today’s Objectives:

    • Use Punnett Squares to solve monohybrid crosses

    • Use Punnett Squares to solve dihybrid crosses

    • Use Mendel’s Principle of Independent Assortment to explain how genetic variation is created in individuals.


Question 2 d what is the probability of purple flowers

Question 2 (d): What is the probability of purple flowers?

30

  • 25%

  • 50%

  • 75%

  • 0%

3


Bio 9b friday 3 19 10 title introduction to genetic inheritance and variation

Question 3 (C): If Ben and Jaelene has a child, what is the probability s(he) will have attached earlobes?

30

  • 25%

  • 50%

  • 75%

  • 0%

12


Bio 9b friday 3 19 10 title introduction to genetic inheritance and variation

Question 4 (b): A cross between a cow and a bull that both have red and white spots. What are the probabilities of a red calf?

30

  • 25%

  • 50%

  • 75%

  • 0%

23


Review principle of segregation and meiosis

Review: Principle of Segregation and Meiosis

Diploid Cells

AA

Aa

Aa

Aa

Aa

A

a

A

a

aa

Segregation

Possible Haploid Gametes

Fertilization

Possible Diploid Zygotes


Counting corn genetic crosses in organisms

“Counting Corn”: Genetic Crosses in Organisms

  • Part A: Developing Your Hypothesis

    • Use your knowledge of probability and inheritance to develop a hypothesis for the percentages of two different phenotypes found in the F2 generation of corn offspring (seeds).

  • Part B: Investigating an actual F2

    • Test your hypothesis with an ear of corn. The kernels on these ears of corn are the F2 offspring from a cross that began with two parental varieties of corn with contrasting phenotypes (one yellow one purple).

  • Part C: Investigating Two Traits

    • For this section you will see what happens when you look at the inheritance of two separate traits? Mendel studied this by looking at seed color AND seed shape in pea plants – and that’s what you will do next, with an ear of corn.

  • Objectives for Class:

    • Use Punnett Squares to solve monohybrid crosses

    • Use Punnett Squares to solve dihybrid crosses

    • Use Mendel’s Principle of Independent Assortment to explain how genetic variation is created in individuals.


Counting corn genetic crosses in organisms1

“Counting Corn”: Genetic Crosses in Organisms

  • Part A Procedure: Examine the pictures for corn kernel color and answer questions in your notebooks

Parent (P1)

Parent (P2)

X

First Generation (F1)

X

Second Generation (F2)


Counting corn genetic crosses in organisms2

“Counting Corn”: Genetic Crosses in Organisms

  • Part B Data Table: Create in Notebooks


Counting corn genetic crosses in organisms3

“Counting Corn”: Genetic Crosses in Organisms

  • Part A: Developing Your Hypothesis

    • Use your knowledge of probability and inheritance to develop a hypothesis for the percentages of two different phenotypes found in the F2 generation of corn offspring (seeds).

  • Part B: Investigating an actual F2

    • Test your hypothesis with an ear of corn. The kernels on these ears of corn are the F2 offspring from a cross that began with two parental varieties of corn with contrasting phenotypes (one yellow one purple).

  • Part C: Investigating Two Traits

    • For this section you will see what happens when you look at the inheritance of two separate traits? Mendel studied this by looking at seed color AND seed shape in pea plants – and that’s what you will do next, with an ear of corn.

  • Objectives for Class:

    • Use Punnett Squares to solve monohybrid crosses

    • Use Punnett Squares to solve dihybrid crosses

    • Use Mendel’s Principle of Independent Assortment to explain how genetic variation is created in individuals.


Bio 9b friday 3 19 10 title introduction to genetic inheritance and variation

Bio 9B: Friday, 3.26.10Title: Genetic Inheritance & Variation - Mendel’s Principle of Independent Assortment (Moretti Absent – Sub-Plan)

  • Homework:

    • Complete the Analysis and Conclusion Sections (should be able to do this in class).

    • Brainstorm the background information in your notebook (clearly label this!). Type the background information section based on your brainstorm (don’t forget to make connections between the points).

  • Do Now:

    • Get an ear of corn and complete the dihybrid analysis.

  • Today’s Objectives:

    • Use Punnett Squares to solve dihybrid crosses

    • Use Mendel’s Principle of Independent Assortment to explain how genetic variation is created in individuals.


Counting corn genetic crosses in organisms4

“Counting Corn”: Genetic Crosses in Organisms

  • Part A: Developing Your Hypothesis

    • Use your knowledge of probability and inheritance to develop a hypothesis for the percentages of two different phenotypes found in the F2 generation of corn offspring (seeds).

  • Part B: Investigating an actual F2

    • Test your hypothesis with an ear of corn. The kernels on these ears of corn are the F2 offspring from a cross that began with two parental varieties of corn with contrasting phenotypes (one yellow one purple).

  • Part C: Investigating Two Traits

    • For this section you will see what happens when you look at the inheritance of two separate traits? Mendel studied this by looking at seed color AND seed shape in pea plants – and that’s what you will do next, with an ear of corn.

  • Objectives for Class:

    • Use Punnett Squares to solve monohybrid crosses

    • Use Punnett Squares to solve dihybrid crosses

    • Use Mendel’s Principle of Independent Assortment to explain how genetic variation is created in individuals.


Bio 9b friday 3 19 10 title introduction to genetic inheritance and variation

Bio 9B: Monday, 3.29.10Title: Genetic Inheritance & Variation - Mendel’s Principle of Independent Assortment

  • Homework:

    • Pass forward the monohybrid cross activity.

    • Type the Background Info, procedure, purpose, and Part A Hypothesis. Note: Brainstorm your background information section in your notebooks!

  • Do Now:

    • Where are you with the Corn Lab? “Share-out” survey on the side board.

  • Today’s Objectives:

    • Use Punnett Squares to solve dihybrid crosses

    • Use Mendel’s Principle of Independent Assortment to explain how genetic variation is created in individuals.


Answering corn lab questions

Answering Corn Lab Questions

  • Why Part A?

  • How does Part A connect to Part B?

  • How does having 2 traits change things?


Bio 9b friday 3 19 10 title introduction to genetic inheritance and variation

Bio 9B: Tuesday, 3.30.10Title: Genetic Inheritance & Variation - Mendel’s Principle of Independent Assortment

  • Homework:

    • Finish the Dihybrid Crosses Worksheet if you didn’t finish it in class.

    • Revise or complete Steps 5-9 of Part C on the Corn Lab if you haven’t already, or if you can do a better job after today’s lesson on dihybrid crosses. Refer to the Dihybrid Crosses Worksheet for help if you need it.

  • Do Now:

    • On the next slide…

  • Today’s Objectives:

    • Use Punnett Squares to solve dihybrid crosses

    • Use Mendel’s Principle of Independent Assortment to explain how genetic variation is created in individuals.


Bio 9b friday 3 19 10 title introduction to genetic inheritance and variation

In sheep, the allele for white wool is dominant (W) and the allele for black wool (w) is recessive. A farmer has mated two sheep for a few years and produced six offspring : 4 white and 2 black. One of the sheep has black wool and the other has white wool. Which of the following is likely the genotypes of the parent sheep?

WW and Ww

WW and ww

Ww and Ww

Ww and ww

25

0


Quick review from yesterday

Quick Review from Yesterday

A

  • What is one difference between these two cells?

  • Which chromosome is homologousto this one?

  • If we looked at human cells, how many pairs of homologous chromosomes would they contain?

    • Answer: 23 pairs (22 pairs plus the sex chromosomes)

A

b

b

Cell 2

A

A

Cell 1

a

a

B

B

a

a


Bio 9b friday 3 19 10 title introduction to genetic inheritance and variation

or…

b

b

b

b

A

A

A

A

a

a

a

a

B

B

B

B

a

A

a

A

a

A

A

a

B

B

b

b

b

b

B

B

Four different possible gametes:

ABabAbaB


Mendel s discoveries principle of independent assortment

Mendel’s Discoveries: Principle of Independent Assortment

  • Alleles for different genes segregate independently during meiosis.

  • In other words: If a gamete gets Aor a, this doesn’t effectwhether it gets B or b.Any combo is possible:

    Parent: AaBb

    Possible gametes:ABAbaBab

  • This creates genetic diversitybetween gametes, and therefore a greater diversity of offspring.

  • Objectives for Class:

    • Use Punnett Squares to solve dihybrid crosses

    • Use Mendel’s Principle of Independent Assortment to explain how genetic variation is created in individuals.


Bio 9b friday 3 19 10 title introduction to genetic inheritance and variation

Bio 9B: Thursday, 4.1.10Title: Genetic Inheritance & Variation - Mendel’s Principle of Independent Assortment

  • Homework:

    • Finish typing the lab for Monday.

    • Complete the Mendelian Genetics Review packet

  • Do Now:

    • Take out the Dihybrid cross HW worksheet

    • Answer the question on the next slide…

  • Today’s Objectives:

    • Use Punnett Squares to solve dihybrid crosses

    • Use Mendel’s Principle of Independent Assortment to explain how genetic variation is created in individuals.


From q1 what are the four possible gametes for suzy

From Q1: What are the four possible gametes for Suzy?

16

  • RrYy, RRYY

  • RY, RY, rY, rY

  • Rr, RR, YY, Yy

  • RY, Ry, rY, ry

0


Counting corn genetic crosses in organisms5

“Counting Corn”: Genetic Crosses in Organisms

  • Today in Class:

    • Finish Dihybrid work

    • Make corrections to Dihybrid Cross Activity

    • Collect class data for Part B

    • Setting up our Dihybrid cross for Part C of the corn lab/ finishing Part C

    • Begin Mendelian Genetics Review Activity

  • Objectives for Class:

    • Use Punnett Squares to solve dihybrid crosses

    • Use Mendel’s Principle of Independent Assortment to explain how genetic variation is created in individuals.


Example dihybrid cross

example: dihybrid cross


Example dihybrid cross only write what s in purple

Example: Dihybrid Cross(only write what’s in purple)

Unattached earlobe (E) is dominant over attached (e)

Black hair (B) is dominant over blond hair (b)

  • What are the potential phenotypic combinations?

  • Two parents are heterozygous for both traits:

    (1) Write theparent genotypes:

    (2) What gametescan they make?


Example dihybrid cross continued

Example: Dihybrid Cross continued

(3) Write the gametes along the sides of a BIG Punnett Square (4 boxes x 4 boxes = 16 boxes)

(4) Use the Punnett Square to calculate probabilities!


What is the probability of having a baby with attached earlobes and black hair

What is the probability of having a baby with attached earlobes and black hair?

5

5

  • 1/16

  • 8/16

  • 3/16

  • 12/16


Counting corn genetic crosses in organisms6

“Counting Corn”: Genetic Crosses in Organisms

  • Remainder of Class:

    • Make corrections to Dihybrid Cross Activity

    • Collect class data for Part B

    • Setting up our Dihybrid cross for Part C of the corn lab/ finishing Part C

    • Begin Mendelian Genetics Review Activity

  • Objectives for Class:

    • Use Punnett Squares to solve dihybrid crosses

    • Use Mendel’s Principle of Independent Assortment to explain how genetic variation is created in individuals.


Bio 9b friday 3 19 10 title introduction to genetic inheritance and variation

Q3 from Dihybrid Activity: What is the probability that Charlie and Jennifer’s child will have a flat chin and bent pinkies?

16

16

  • 50%

  • 25%

  • 75%

  • 0%


Counting corn genetic crosses in organisms7

“Counting Corn”: Genetic Crosses in Organisms

  • Remainder of Class:

    • Collect and Review Class Data

    • Setting up our Dihybrid cross for Part C of the corn lab

    • Begin Mendelian Genetics Review Activity

  • Objectives for Class:

    • Use Punnett Squares to solve dihybrid crosses

    • Use Mendel’s Principle of Independent Assortment to explain how genetic variation is created in individuals.


Table 1 part b class data

Table 1: Part B Class Data


Counting corn genetic crosses in organisms8

“Counting Corn”: Genetic Crosses in Organisms

  • Remainder of Class:

    • Setting up our Dihybrid cross for Part C of the corn lab

    • Begin Mendelian Genetics Review Activity

  • Objectives for Class:

    • Use Punnett Squares to solve dihybrid crosses

    • Use Mendel’s Principle of Independent Assortment to explain how genetic variation is created in individuals.


Bio 9b monday 4 5 10 title big quiz review day genetics and inheritance

Bio 9B: Monday, 4.5.10Title: Big Quiz Review Day – Genetics and Inheritance

  • Homework:

    • Study for the BIG Quiz on Friday

  • Do Now:

    • On the next slide…

  • Today’s Objectives:

    • Review Genetics Content for Friday’s BIG QUIZ (small test)


Do now data analysis practice

Do Now: Data Analysis Practice

Take out a calculator.

  • Calculate the % of offspring with long wings. Show your work!

  • Calculate the % of offspring with vestigial wings. Show your work!

  • Do you think vestigial wings are dominant, recessive, or co-dominant? Why?

  • What are the genotypes of the two long-winged fruit flies that were crossed (mated) in this example?


Do now analyzing genetic data

Do Now: Analyzing Genetic Data

  • % of Long Wings =

    73 divided by 95 = 0.768 = 77% Long Wings

  • % of Vestigial Wings =

    22 divided by 95 = 0.2316 = 23% Vestigial Wings

  • Vestigial Wings are…

    Recessive because two parents with long wings had some babies with vestigial wings. This means the parents carried a copy of the vestigial allele but didn’t show it.

  • The two long-winged fruit fly parents are…

    Heterozygous (Aa x Aa)


What percent of the wings would you expect to be long

What percent of the wings would you expect to be long?

25

25

  • 25%

  • 50%

  • 75%

  • 100%

Why are the actual percents a bit different?


Have you completed the mendelian genetics review packet

Have you completed the Mendelian Genetics Review Packet?

25

25

  • Yes

  • No


Do you feel like you confidently answered the challenge questions in part iii of the review packet

Do you feel like you confidently answered the “challenge” questions in Part III of the Review Packet?

25

  • Yes

  • Somewhat

  • No

13


Big quiz review mendelian genetics

Big Quiz Review: Mendelian Genetics

  • Continue with the Mendelian Genetics Review Packet.

  • If you feel like you have confidently answered all of the questions, then complete an “extension” packet


Bio 9b tuesday 4 6 10 title big quiz review day genetics and inheritance

Bio 9B: Tuesday, 4.6.10Title: Big Quiz Review Day – Genetics and Inheritance

  • Homework:

    • Study for the BIG Quiz on Friday

  • Do Now:

    • Go through the review guide and rank the topics on a scale of 1-3 (1=IDK, 2=sort of know it, 3=definitely know this stuff).

    • When done, create a list of review topic questions in your notebook, starting with the topics that get 1s.

    • Note: we will NOT review in class on Thursday, but office hours will be Thursday evening.

  • Today’s Objectives:

    • Review Genetics Content for Friday’s BIG QUIZ (small test)


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