ESCAPE FROM MR. GEN E. TICS LAB - Lesson 2

1. LESSON 3: MODIFICATION TO MENDEL’S CLASSIC RATIOS

2. LEARNING OBJECTIVES: • At the end of the game, the students are expected to; • distinguish Mendelian from non-Mendelian mode of inheritance • describe some cases of non-mendelian generic traits • solve non - mendelian crosses

3. ESCAPE FROM MR. GEN E. TICS LABORATORY

4. Students will solve puzzles related to gene interactions to "escape" from a virtual or physical escape room.

5. MEET DR. GEN E.TICS Welcome, budding geneticists, to the exciting world of genetics and recombinant DNA technology! I'm Mr. Gen E. Tics, your trusty guide on this thrilling journey through the mysteries of the genetic code. You'll explore DNA, unlock gene manipulation secrets, and harness recombinant DNA to solve challenges and achieve scientific breakthroughs. With extensive knowledge of DNA, genes, and genetic engineering, you'll navigate the complexities of the genetic world. Mr. Genetics will provide valuable insights, tips, and explanations for breeding genetically modified organisms, developing new gene therapies, and unraveling inheritance patterns. Join Mr. Genetics on this thrilling genetic journey and discover the wonders of genetics.

6. Instructions: • The students are "trapped" in a genetic laboratory. To escape, they must use their knowledge of gene interactions such as epistasis, incomplete dominance, codominance, and pleiotropy to solve puzzles. Each puzzle solved reveals a part of the final code needed to unlock the escape room.

7. Use a classroom to create an escape room environment. • Divide students into small teams (3-5 players each). • Set up different stations representing different puzzles. • Each solved puzzle provides a clue or code to move to the next station.

8. materials • clue cards • notepad and pen • locks and box

9. PRE-ACTIVITY Dr Gen: Let me test your knowledge, kindly observe and describe the pictures using adjectives or adverbs. Compare the objects based on their size, height, color, and other physical appearances.

10. Your answers are all correct! Have you ever wondered why we have flowers of different colors, the sizes of animals and why some people have blue eyes while their parents have brown eyes, or why certain diseases seem to run in families in unexpected patterns? These phenomena occur because genes can influence each other in ways that modify Mendel’s simple ratios.

11. We'll get into the topic of gene interactions today. We will explore genes can cooperate, inhibit, or even reproduce one another's functions. We may access a higher level of genetic complexity and learn more about the remarkable diversity of life by comprehending these interactions.

12. So, let's get ready to uncover the secrets behind these modified ratios and see how the dance of genes creates the tapestry of traits we observe in the world around us!

14. Station 1 "In a mysterious plant species, one gene can mask the expression of another gene. Solve the genetic cross to find the hidden trait."

15. Epistasis occurs when the expression of one gene is affected by the presence of one or more 'modifier genes.' It essentially means that the phenotype resulting from one gene's alleles is modified by another gene's alleles. A good example of epistasis is coat color in the popular dog breed the Labrador Retriever. Labrador retriever coat color genes only come in black or chocolate. But you see yellow Labrador retrievers running around the dog park. This occurs when recessive epistatic genes called “extension genes” don't actually allow color pigment to reach the fur.

16. #2-SOLVE THE PROBLEM If there is a cross between Labrador retrieves that are black and heterozygous for the E gene and the B gene (EeBb), what will be the phenotypic ratio of their offspring? 

17. #1 answer There is a chance of 9 black, 3 brown and 4 yellow labrador retriever PHENOTYPIC RATIO: 9:3:4

18. Station 2 The colors blend in these flowers. Use the genetic cross to discover the intermediate phenotype

19. Incomplete dominance is a type of inheritance pattern in which one allele for a trait is not completely dominant over the other allele. It is nothing but a combined expression of the two alleles in the heterozygous condition producing a blend of the two individual phenotypes. Incomplete dominance is also called “partial dominance or semi-dominance”. Although not the most common form of expression, polygenic traits such as height, weight, eye color, and skin color in plants, animals, and humans display incomplete dominance.

20. #2-SOLVE • THE PUZZLE Rearrange the correct sequence of the possible offspring if you cross both heterozygous pink roses.

21. #2- answer There is a 50% chance, 25% white, and 25% red, that the offspring are pink roses. PHENOTYPIC RATIO: 1:2:1 genotype phenotype

22. Station 3 "Both traits appear equally in these animals. Look at the genetic cross to see the true colors."

23. Question 1: It is an inheritance pattern where two alleles are expressed equally, and neither allele is dominant or recessive

24. # 3 - break the code Use the key below to decode the secret message. Type it into the empty boxes. • K • E • Y • 11 N C M C O D O I N E A 41 53 53 33 31 42 43 11 43 31 51

25. Codominance, as it relates to genetics, refers to a type of inheritance in which two versions (alleles) of the same gene are expressed separately to yield different traits in an individual. That is, instead of one trait being dominant over the other, both traits appear, such as in a plant or animal that has more than one pigment color. Thus, when alleles for a trait are codominant, both phenotypes are simultaneously displayed. Since it does not follow Mendel’s inheritance law, it is called a non-Mendelian inheritance. It is commonly found in plants and animals and has more than one pigment colour.

26. Station 4 One gene, many effects. Uncover the genetic mystery affecting multiple traits.

27. # 4 - find the correct answer • It occurs when one gene influences multiple, seemingly unrelated phenotypic traits. • Give a condition that is an example of pleiotropy. • A pleiotropic gene mutation can cause both physical and biochemical abnormalities. • Marfan syndrome is caused by a mutation in which gene? • e. FBN1 • f. Pleiotropy • i. Sickle cell anemia • n. HBB • o. Cystic fibrosis • t. False • v. True • w. CFTR • x. Color blindness

28. FIVE/5 F I V E • # 4 - find the correct answer • It occurs when one gene influences multiple, seemingly unrelated phenotypic traits. • Give a condition that is an example of pleiotropy. • A pleiotropic gene mutation can cause both physical and biochemical abnormalities. • Marfan syndrome is caused by a mutation in which gene? • e. FBN1 • f. Pleiotropy • i. Sickle cell anemia • n. HBB • o. Cystic fibrosis • t. False • v. True • w. CFTR • x. Color blindness

29. Station 5 A trait controlled by three or more different forms of a gene,

30. Mendel implied that only two alleles, one dominant and one recessive, could exist for a given gene. Although individual humans (and all diploid organisms) can only have two alleles for a given gene, multiple alleles may exist at the population level such that many combinations of two alleles are observed. When many alleles exist for the same gene, the convention is to denote the most common phenotype or genotype among wild animals as the wild type (often abbreviated “+”); this is considered the standard or norm. All other phenotypes or genotypes are considered variants of this standard, meaning that they deviate from the wild type. The variant may be recessive or dominant to the wild-type allele. An example of multiple alleles is the ABO blood-type system in humans. In this case, there are three alleles circulating in the population

31. A local hospital has sent word to a family of a possible mix up of some of the children with other families when they are born. to rule out any possible mix-up, the hospital obtained the blood types of every individual in the family, including the surviving maternal grandfather and paternal grandmother. the results were as follows • father: type O • mother: type A • maternal grandfather: type AB • paternal grandmother type B • 1st child: type O • 2nd child: type A • 3rd child: type B

32. The blood group is inherited by three alleles: iA, iB, and iO • The father's blood group is O and the genotype is iOiO. The paternal grandmother passes the iO allele to the father. • The mother’s blood group is A and her genotype is iAiO. Because the child has O blood group. This is possible only when the genotype of the mother is iAiO. A maternal grandmother passes the iA allele to the mother. • Parents: iAiO (mother) × iOiO ( father) Hence child 3 is not the biological offspring of parents.

33. FINAL Station Combine your knowledge to reveal the final code. Only then you can unlock the door to freedom

34. # 6 - find the Hidden NumberS • Students must use the parts of the escape code obtained from each station to solve a final riddle or combination lock. students can add, subtract or multiply the numbers that they collect. • afdaaec THE PASSWORD IS:

35. 2 1 • Escape • Code • Congratulations on getting this far! Enter the code into the boxes below. Have your teacher check all of your answers including the code. If it is correct, go to the next page.

36. Hello, Hello, how did you find the game? Did you learn something? Mendel's laws of inheritance describe the basic principles of genetics using dominant and recessive alleles, leading to predictable phenotypic ratios. However, real-world genetic scenarios often involve more complex interactions that modify these ratios. Describe, in general terms, how different types of gene interactions can alter Mendel's expected phenotypic ratios. Provide examples to illustrate your points.

37. CONGRATULATIONs! • Your team ESCAPED!!

38. C C O E D O M I A N N 21 • Answer KEY • f • i • ve • 9:3:4 • 1:2:1 53 35 51 31 33 51 23 54 53 44 13 THE CODE NUMBER IS:

39. Activity worksheet file:///C:/Users/Lenovo/Downloads/ESCAPE%20FROM%20GEN%20E.%20TICS%20LAB%20(1).pdf

40. Thank you!