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Standards Addressed: NYC Performance Standards: The student produces evidence that demonstrates understanding of: S2b. reproduction and heredity, such as sexual and asexual reproduction; and the role of genes and environment on trait expression. MST Key Ideas: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. Background Students should be familiar with cell division, reproduction (sperm, egg, fertilization, offspring, etc.), chromosomes. Teacher will use direct instruction to familiarize students with genes, dominant/recessive genes, genotypes, and phenotypes: Use textbooks, articles, lecture/discussion, or other activities. Instruction This unit begins with students investigating their own family traits. The idea is to generate student interest in understanding how they get the characteristics that they have. The Family Tree serves as an opening and a closing activity. In the beginning, students will pick a trait (from a list of relatively simple recessive/dominant traits) within their family and fill in some information on the family tree. that some family members have and some don t. <Cells and Reproduction> Direct instruction <Classical Genetics> Direct Instruction The  Alien Genetics activity gives students the chance to construct a model  alien with hereditary traits following classical or Mendelian genetics. From those ideas students move into the use of Punnett squares as a means of determining the probability of getting a particular outcome from crossing parents with particular variations of a gene/trait. As a concluding activity, students demonstrate their understanding by filling out the family tree with a possible family history for that single trait, including genotype and phenotype, going back 2 generations. Classical or Mendelian Genetics Genes are mechanisms for transmitting traits from parents to offspring. For each trait the offspring inherit one gene from each parent. Some genes are dominant, others are recessive. Dominant genes are expressed whenever they are present in any combination, recessive genes are only expressed when they occur in pairs. In the real world, inheritance is more complex than the Mendelian model, but it is a good starting point for understanding more complex patterns such as codominance, multiple alleles, polygenic inheritance, sex-linked traits, etc.  Male Chromosome  Female Chromosome l b f s D L b F s d r P t A u r p t a u r p t a u L B f S d r p t a u l b f s d L b F S D L b F S d r p T A u R P t A u R P t A U L b f S d R P t A u l b f S D R P t A u l B f s D R P t a U l b f s D R P t a u L b F S d r P t a u l B F S d R p t a U L B F S d R p t a u L B F s d R P T A u L b F s d r P t A u L B F s d R p T a U l B f s d R p t a u l B f s d L B f s D l B f s D r P t a u r P T a u L B F s D l B F s D R p T a u R p T a u l B F s d l B F s D r p t A u r P t A U l b f S D l B f S d R p T a u R p T a U L B f s d L B f S d r P T A u r P T a u l b F S d l b F S D r P T a U r P T a U L b f S D L b F s D R p T A u r p T A u r P t A U l b F S d r P T A U l b f S D Trait Genotype Phenotype Genotype Phenotype Genotype Phenotype Genotype Phenotype Parent 1 Parent 2 Offspring 1 Offspring 2 Student Worksheet . Example: Ears Pp Pointy Pp Pointy PP Pointy pp Round Eyes Ears Nose Head Antennae Neck Trunk Fingers Legs Mouth Group Members: Parent 1 __________________________________________________________ Parent 2 __________________________________________________________ Offspring 1 _______________________________________________________ Offspring 2 _______________________________________________________ Record the genotypes and phenotypes of your models in the chart below. Refer to the Table of Traits for help. Questions to consider and discuss. Refer to your charts and your models to answer these questions: Are there traits (phenotypes) that both parents have but one offspring doesn t have? Explain. _________________________________________________________________________________________ _________________________________________________________________________________________ 2. Are there traits that both parents have but neither offspring has? Explain. _________________________________________________________________________________________ _________________________________________________________________________________________ 3. Are there traits that neither parent has but one offspring has? Explain. _________________________________________________________________________________________ _________________________________________________________________________________________ Table of Traits Alien Heredity eyes (eyes) (nose) N.B. To keep it simple, chromosomes are depicted in unduplicated state. 4. Are there traits that neither parent has but both offspring have? Explain _________________________________________________________________________________________ _________________________________________________________________________________________ 5. What are some results that surprise you or confuse you? _________________________________________________________________________________________ _________________________________________________________________________________________ 6. Were the offspring that your group produced the only offspring possible from these parents? Explain. _________________________________________________________________________________________ _________________________________________________________________________________________ 7. What other genotypes/phenotypes were possible in the offspring? Fill in the chart to show these possibilities Possible 1 Possible 2 Trait Genotype Phenotype Genotype Phenotype Example: Ears Pp Pointy Pp Pointy Eyes Ears Nose Head Antennae Neck Trunk Fingers Legs Mouth Punnett Squares A Punnett square is a tool for determining the odds that a particular genotype or phenotype will result from 2 individuals reproducing sexually (remember, in asexual reproduction all the  offspring are identical to the  parent ). As an example, look at what would happen if an alien male with the genotype PP (both dominant for pointy ears) mates with a female with the genotype PP. All sperm that the male produces will have the dominant  P gene and all eggs produced by the female will have the dominant  P gene. Inside the boxes are the possible combinations that might result when the male and female sex cells get together through fertilization: Female Male P PP PP PP PP P P P Surprise! ALL the offspring, 4/4, will have a genotype PP and a phenotype of pointy ears. It is not possible for these two aliens to produce offspring with round ears. Ever. (Unless there is some sort of mutation, which we will discuss later). Male Female Now pick one trait from your chart where each parent has a different genotype and use a Punnett square to determine the possible outcomes. Use the bottom to write the ratios (out of 4 possible outcomes) for each possible genotype and each possible phenotype. 4 4 4 4 4 (Convert the ratios to decimals) Genotypes: Phenotypes: ______ ______ ______ ______ ______ (XX) (Xx) (xx) Dominant Recessive What are the Odds? On the simplest level, the Punnett square allows us to state the odds that a particular genotype or phenotype will result from each fertilization. Fill in the Punnett square below to determine the odds that a particular outcome will occur if both parents have the genotype Bb for trunk shape. Male Female Based on the Punnett square, what do you expect will happen (genotype and phenotype) when these two aliens have their first child? (It will probably& ) ________________________________________________________________________________________ ________________________________________________________________________________________________________ What if they have 4 children? _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ What if they have 100 children? ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ (Convert the ratios to decimals) Instructions for Modeling Probability Students will use some sort of game to model the act of fertilization and record the genotypes/phenotypes of the offspring that would result from that fertilization. This is to show that in the real world with small numbers, the results do not always match the (Punnett Square) predictions and leads to a better understanding of what  probability means. Use the worksheet on the following page to record results. Note: You may want to confer with the math teacher on how to go forward with the concept of probability. Technically speaking, probability is expressed as a fraction or a decimal (1/2 or 0.5, for example) but not as a percentage (50%) Option 1: Use coins but write the letters on the coins using labels. Do not require students, for example, to translate  heads = B, tails = b. Working in pairs, each student gets a coin, one represents the male, the other represents the female. Each flip of the coin represents the possible allele that the sex cell will have. Each time male and female coins are flipped represents a fertilization. Record the genotype/phenotype of the offspring. Option 2: The meiotic division of a cell results in 4 possible sex cells (in the female only one sex cell actually results, but that s another story). To mirror this idea, use 4 beans (lima beans are best). Write the possible alleles on the lima beans with a marker (B or b, for example). Place 4 beans that represent all the possible alleles (2 with the  B allele and 2 with  b alleles for heterozygous parents) in a film canister. Again, each student gets a canister, one represents the male and the other the female. Shake the canisters, pull out one bean from each can. Each time male and female sex cells (beans) are selected represents a fertilization that will lead to an offspring. Record the genotype of the offspring. Alien Genetics Activity Materials needed for main activity: Dominant traits  1 sheet per person, one color Recessive traits  1 sheet per person, another color Chromosomes  I male & 1 female pair per group Scissors  2 - 4 per group Glue stick 2 - 4 per group Blank paper as backdrop for models  1 per person Table of traits  1 per group Student worksheets  1 per student or per group Instructions for Alien Heredity The imaginary aliens in this activity have only 10 identifiable external features, the genes for which are located on the same chromosome. These features or traits follow simple Mendelian laws of heredity (dominant/recessive). Students should work in groups of 4 (you will have to be creative in determining what to do with groups that have more than or fewer than 4 students). 1. Two students from each group get a pair of  chromosomes. These chromosomes represent the genotype of the  parents. Students should record the genotype and phenotype of the parent on the sheet provided. These two students will then construct a model of the phenotype of the parent. 2. Split the parent chromosome pairs in half and mix  one male and one female half per offspring. The other two members of the group then record the genotype and phenotype of these offspring on the sheet provided and make models of their phenotypes. Compare genotype and phenotype, compare parents with offspring. Consult worksheets for full details. Attempts 4 10 25 Prediction BB Bb bb Dominant Recessive Genotype Phenotype Ratios for each  type 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Attempt # Genotype Phenotype 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Attempt # Genotype Phenotype Now let s see how well our predictions hold true if we  scale up. The boxes that you receive hold the sex cells for a pair of aliens. Much like humans, the alien males produce sperm throughout most of their lives, while the female is born with a limited number of eggs (only about 400 are released during a female lifetime). Each box contains an equal number of maternal and paternal chromosomes, and we will only look at one gene on that chromosome, the gene for trunk shape (Bb). You will randomly select a male sex cell and a female sex cell and record the genotype and phenotype for that particular  fertilization. Since both parents have a genotype of Bb, each time you pull out a sex cell, there is a 50/50 chance that you will get either of those possibilities. Place the sex cell back in the box after recording each attempt. In the box below, record the ratios at each of the intervals listed (4 tries, 10 tries, 25 tries) How close is the prediction (Punnett square) to  reality after 4 tries? After 10 tries? After 25 tries? Trait____________________________________ Dominant: Widow s peak; Hair on mid-finger; Cleft chin; Tongue roller, Free earlobes; Dimples; Freckles; Bent pinky Recessive: Hitchhiker s thumb; Blue eyes GRANDPARENTS PARENTS Name: _______________________ Trait: ________________________ Name: ________________________ Trait: ________________________ ME!: ________________________ Trait: ________________________ Name: _______________________ Trait: ________________________ Mom: _________________________ Trait: _______________________ Dad: __________________________ Trait: ________________________ Grandmother: __________________ Trait: ________________________ Grandfather: ___________________ Trait: ________________________ Grandmother: __________________ Trait: ________________________ Grandfather: ___________________ Trait: ________________________ CHILDREN Pick ONE trait in your family that shows a lot of variation: eye color, hair line, earlobes, dimples, cleft chin, tongue roller, etc. Fill in as much of the chart below as you can based on family history, photographs, etc. At the end of this unit you will diagram the POSSIBLE genotypes (in the space at the bottom of each box) for each of these members of the family. FAMILY TREE Name_________________________________ Date_________________ Assignment _________ Name ___________________________ Date ____________ Assignment _______ Name ___________________________ Date ____________ Assignment _______ (Convert the ratios to decimals) Dominant Recessive ______ ______ Phenotypes: 4 4 Genotypes: (BB) (Bb) (bb) ______ ______ ______ 4 4 4 (Convert the ratios to decimals) ction (Punnett square) to  reality after 4 tries? After 10 tries? After 25 tries? 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