Honors Biology Lab Manual

Unit 6: Genetics

Name: _______________________________________________

Teacher: _________________________

Period: _______

1 | P a g e

Unit 6 Portfolio: Grading Rubric (100 points)Total

Item(s) 4 3 2 1 Score Weight Points

Form

at/C

ompl

etion

Labs/Activities, Unit Reflection,

Article & Reflection,

Personal Choice Item

Student has all labs/activities complete and all other components completed.

Student is missing 1 lab data, or 1 of the other 4 components

Student is missing 2 lab data, or 2 of the other 4 components

Student is missing 2 lab data, and 2 or more of the other 4 components

2 /8

Conventions

1 or fewer errors in spelling, punctuation & grammar, complete sentences

2 -3 errors in spelling, punctuation & grammar, complete sentences

4-5 spelling, punctuation, &/or grammar errors, complete sentences

Inclusions are sloppy: cross-outs, tears, &/or creases or >4 errors in spelling punctuation &/or grammar, complete sentences

2 /8

Labs

/Acti

vitie

s/Ar

ticle

/Refl

ectio

ns

Labs/Activities **

All data/calculations/analysis questions for labs are complete & correct

1-2 Missing/Incorrect data/calculations/Analysis questions

3-4 Missing/Incorrect data/calculations/Analysis questions

>4 Missing/Incorrect data/calculations/Analysis questions

6 /24

Unit Reflection

Reflection answers all 5 guiding questions and thoroughly shows areas of increased knowledge

Reflection answers all 5 guiding questions and shows areas of increased knowledge

Reflection answers all 3-4 guiding questions and thoroughly shows areas of increased knowledge

Reflection answers less than 3 guiding questions and shows little gained knowledge

5 /20

Article & Reflection

Article chosen relates to unit, is summarized, &rationale includes several examples of connections

Article chosen relates to unit, is summarized, &rationale includes 1-2 examples of connections

Article chosen relates to unit, is summarized, &rationale includes only one example of a connection

Article chosen barely relates to unit (is summarized) and no or weak connections shown in rationale

5 /20

Personal Choice Item

Item is complete with a complete explanation of concept included. Item/explanation illustrates an accurate and thorough understanding of every key idea within the concept(s) chosen.

Item is complete with a mostly complete explanation of concept included. Item/explanation illustrates an accurate understanding of most key ideas within the concept(s) chosen.

Item is complete with some explanation of concept included. Item/explanation illustrates an accurate understanding of a few to no key ideas within the concept(s) chosen.

Item is sloppy or incomplete. No explanation of the concept/key ideas is included or item/explanation of concept/key ideas is inaccurate.

5 /20

Total / 100

**Please indicate the 3-4 labs you want graded for accuracy with an asterisk (*) in the upper right hand corner of the page!

If you do not indicate which labs you wanted graded for accuracy, I will grade the first 4 labs in the manual.

2 | P a g e

Unit 6: Genetics

VocabularyAlleleAmniocentesisCarrierDominant

Genetically Modified Organism (GMO)HeterozygousHomozygousKaryotype

Mode of InheritancePedigreePlasmidPunnett squareRecessive

Recombinant DNA Restriction enzymesSticky endsTransgenic organismsVector

ObjectivesI can:

1. Evaluate chromosome data (karyotype)a. Determine if the individual is male or femaleb. Determine if the individual is normal or abnormalc. Communicate syndrome diagnosis from data in karyotyped. Use mathematical data to support diagnosis

2. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

a. Setup and solve complete dominance Punnett squaresi. Dimples, Fur color…

b. Setup and solve incomplete dominance problemsi. Knowing the heterozygous is a combination or mixture

c. Set up and solve complete dominance problemsi. Knowing the heterozygous has both parents characteristics present

d. Set up and solve multiple allele problemsi. Blood types

e. Set up and solve sex-linked trait problemsi. Hemophilia and color blindness

f. Set up and solve polygenic traitsi. Hair color and skin color

g. Explain epigenetics and give examples of how this effects organisms

3. Explain the role of genetic counseling for parents regarding their potential offspringa. Solve pedigree problemsb. Determine genotypes of individuals in a pedigreec. Determine if the trait shown is dominant or recessived. Determine if the trait shown is autosomal or sex-linkede. Explain genetic screening and why a person or family may decide to have this done

4. Describe the various ways scientists/industry are using genetic engineeringa. Explain the process used to create recombinant DNAb. Evaluate the uses of recombinant DNAc. Explain the benefits and harms of Genetically Modified Organisms (GMO)

5. Explain various ways in which scientists are using gene technology to make advances in human health.

3 | P a g e

Chromosomal Mutations & Karyotyping

Purpose: to explain what a chromosomal mutation is and how a human karyotype is used to identify specific genetic disorders

IntroductionEach species has a characteristic number of chromosomes; for example, corn cells have 20 chromosomes, mouse cells have 40 chromosomes, and human cells have 46 chromosomes. In order to view the chromosomes so that they may be counted, a cell will be allowed to reproduce and colchicine is added to stop the cell division during metaphase. The resulting cells are placed in a hypotonic solution that causes the cell membranes to rupture. The chromosomes are stained and photographed. The chromosomes may then be cut out of the photograph and arranged by homologous pairs according to size, position of the centromere and the characteristic banding pattern. The resulting display is called a karyotype. See Figure I.

Figure I: Karyotyping Procedure

Part I - The Normal Human KaryotypeThe normal human karyotype is composed of 46 total chromosomes. The first 22 pairs (chromosomes 1-22) are known as autosomes (code for general human traits); the 23rd pair is known as the sex chromosomes (X and Y). Females have two X chromosomes (XX) and males have one X chromosome and one Y chromosome (XY).

1. Observe the normal human karyotype chart found in FIGURE II (next page).

4 | P a g e

Figure II – Normal Human Karyotype Chart

Q1. What is the total number of chromosomes found in this cell? ______________________________

Q2. How many autosomal chromosomal pairs are visible in the above karyotype? ________________

Q3. What are the THREE chromosome characteristics used to organize the karyotype?

Q4. What is the sex of the above individual? _____________

Q5. Could two individuals have the same karyotype? Explain.

5 | P a g e

Part II – Identifying Genetic DisordersKaryotypes can be used to identify a number of chromosomal mutations. Chromosomal mutations can result in changes in the number of chromosomes in a cell or changes in the structure of a chromosome. Unlike a gene mutation which alters a single gene or larger segment of DNA on a chromosome, chromosome mutations change and impact the entire chromosome. Nondisjunction is the failure of chromosomes to separate properly during meiosis. This can result in monosomy (one chromosome instead of a pair) and trisomy (three chromosomes instead of a pair) conditions, as well as chromosomes with missing or extra segments. See Table I for some of the genetic conditions and clinical effects caused by chromosomal mutations.Table I

Q6. What is the difference between monosomy and trisomy?

Q7. How could nondisjunction result in an individual with Down syndrome?

6 | P a g e

2. Observe the abnormal human karyotype chart found in FIGURE III.

FIGURE III – Abnormal Human Karyotype Chart

Q8. What is the sex of the individual? ______________

Q9. What is the total chromosome count? __________ Is this normal? __________

Q10. Using Table I, identify the condition present in this individual. ____________________

Part III – Internet Activity

The following site has an interactive karyotype activity. Go to the site and read the introduction, then click on the patient histories.

http://www.biology.arizona.edu/human_bio/activities/karyotyping/karyotyping.html

Start with Patient A and complete the karyotype. Answer the questions below and repeat for Patients B and C.

Q11. What notation would you use to characterize Patient A’s karyotype? ______________

Q12. What diagnosis would you give Patient A? _____________

Q13. What notation would you use to characterize Patient B’s karyotype? ______________

Q14. What diagnosis would you give Patient B? _____________

Q15. What notation would you use to characterize Patient C’s karyotype? ______________

Q16. What diagnosis would you give Patient C? _____________

7 | P a g e

8 | P a g e

9 | P a g e

e

10 | P a g e

11 | P a g e

Flower Color Genetics Lab

Objective

Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

Background

A certain species of plant produces either bright red flowers or pure white flowers. In working out the inheritance of a trait with contrasting forms such as flower color, it is important to determine which symbols will be assigned to the alternative forms (alleles) of the genes for the trait (in this case, red and white). The first letter for one of the alternative forms of the trait is generally used to represent the alleles for a trait. A capital letter is usually assigned to the dominant allele, and a lowercase letter is assigned to the recessive allele. For example, if R is used to represent red, then r would represent white. Or, if W is used to represent white, then w would represent red. The pair of genes that determines a trait is called a genotype. The genotype is represented by the pair of letters that symbolizes the alleles present. When both genes in the pair are the same, the genotype is said to be homozygous. When the genes in a pair are different, the genotype is said to be heterozygous.

Purpose

In this activity, you will perform simulated crosses between red-flowered plants and white-flowered plants. Based upon the preceding paragraph, identify and state the problem that needs to be solved before the inheritance of flower color in this plant can be studied further.

To recall how the results of a cross are predicted, complete the following exercise. In cats, black coat color, B, is dominant to white coat color, b. To predict the possible coat colors of the kittens that would result from a cross between two heterozygous black cats (Bb x Bb), complete the following Punnett square.

12 | P a g e

Genotype Ratio:___________________

___________________

Phenotype Ratio: __________________

Procedure

In order to simulate crosses between plants with red or white flowers, you will use solutions to represent flower color. The pink solutions represent plants with red flowers. The clear solutions represent plants with white flowers. Assume that plants with a particular flower color may or may not be carrying a gene for alternate flower color. When you mix the two solutions, the color of the resulting mixture represents a flower color that could be observed among the offspring of two plants if you were to actually cross plants with flowers the same colors as the solutions.

Caution: The solutions you will use in the following experiment contain chemicals that could damage your skin, eyes or clothing. Follow the suggested safety precautions. Also, be aware that contamination will have adverse effects on your data, pay attention and only mix solutions in designated containers. If you feel that contamination has occurred, let your instructor know immediately. When you have finished your experiment, all solutions may be rinsed down the sink drain.

1. Obtain 8 small test tubes from the materials table. Label them 1-8.2. Obtain 1 mL of each of the solutions in the table below. Be careful not to contaminate solutions!3. Record the “flower” color (red or white) of each to complete the table.

4. Perform Cross #1: pour solution #1 and solution #2 into test tube #3; invert to mix. Record the phenotypes (colors) of the parents and resulting offspring in the boxes below.

X

Parent #1 Parent #2 F 1 offspring (#3)

5. Perform Cross #2: pour solution # 4 and solution #5 into test tube #6; invert to mix. Record the phenotypes (colors) of the parents and resulting offspring in the boxes below.

X

Parent #4 Parent #5 F 1 offspring (#6)

13 | P a g e

ColorSolution #1Solution #2Solution #4Solution #5Solution #7

6. Based on the background information and the results of cross #1 and cross #2, which flower color is dominant? Which flower color is recessive? Use the Punnett squares below to determine heredity of flower color.

Cross #1

Cross #2

7. Fill in the boxes below with the genotype of each flower based on your prediction above. If you determined red to be the dominant flower color, use R/r to represent red/white flowers. If you determined white to be the dominant flower color, use W/w to represent white/red flowers. If a genotype cannot be determined with complete certainty, write both possible genotypes.

Cross #1

X

Parent #1 Parent #2 F 1 offspring (#3)

Cross #2

X

Parent #4 Parent #5 F 1 offspring (#6)

14 | P a g e

8. Test your prediction of the dominant flower color by performing Cross #3: pour solution # 6 (test tube #6) and solution #7 into test tube #8; invert to mix. Record the phenotypes (colors) of the parents and resulting offspring in the boxes below.

X

Parent #6 Parent #7 F1 offspring (#8)

9. Fill in the boxes below with the genotype for Cross #3. If a genotype cannot be determined with complete certainty, write both possible genotypes.

Cross #2

X

Parent #6 Parent #7 F 1 offspring (#8)

Conclusion

Write a paragraph explaining your initial question and hypothesis and whether or not your data supported or refuted your initial ideas. Use examples from your data and analysis as evidence for your argument of the trait type in this flowering plant. Include any revisions you made during the lab or revisions you would do if you attempted this investigation again. Finally, discuss strengths and weaknesses of using this simulation model for crossing flowering plants.

15 | P a g e

Multiple Alleles: Blood Typing

Human blood (types A, B, AB, and O) is an example of a trait that (mainly) works according to Mendelian genetics. For instance, there are dominant traits (A and B) and a recessive trait (O) that is the result of specific alleles (note: the A and B alleles are co dominant so that, when paired, they produce type AB blood).‐

Additionally, there is another component to blood typing—the Rh factor—that comes into play, producing positive and negative blood (e.g. A‐, B+, etc.). The following tutorials will assist you in learning about how blood types arise and how to determine those using antibodies. Once you have mastered the genetics behind blood types, you can test your skills on cyber patients who have recently been in a car crash and need blood!‐

Part IGo to University of Arizona's Biology Project tutorial on blood types: http://www.biology.arizona.edu/human_bio/problem_sets/blood_types/Intro.html

A. Read the "Introduction" page.

B. Click of the words "Human ABO markers" on the left side of the screen. Read about the ABO markers.

C. Next, click on "Blood types and genotypes?" on the left side of the screen. Read about how blood type genotypes result in different blood type phenotypes. Fill out the table below.

D. Click on the words "Rh factor" on the left side of the screen. Read about the Rh factor and how it influences blood types. Fill in the table below.

16 | P a g e

Phenotype Possible Genotype(s)

Type A

Type B

Type O

Type AB

Phenotype Possible Genotype(s)

Rh+

Rh-

E. Click on the new “Blood type and Rh Factor calculator” on the left side of the screen and determine both the possible blood type of the child and the possible blood type of the parents. Run the calculator for 4 trials to complete the table below.

Trial 1 Trial 2 Trial 3 Trial 4 (your choice)Parent 1 blood type A O AParent 1 Rh factor + + +Parent 2 blood type O AB BParent 2 Rh factor - + +Possible blood type(s) for the child

Possible Rh factor(s) for the child

Part IINow, let's test your blood typing skills! Go to the following web site located in the Nobel e Museum (from the Nobel ‐foundation as in "Nobel prize" in Sweden): ‐ ‐ http://nobelprize.org/educational_games/medicine/landsteiner/

A. Click on "Play the Blood Typing Game”, proceed, and choose quick game. Read the information and click on main menu on the upper right corner of the screen.

B. Click on the “What is a blood type” tutorial and read the webpage. Answer the questions below.

What is an antigen?

Type A blood contains ________________ antigens on the red blood cell surface.

Type B blood contains ________________ antigens on the red blood cell surface.

Type AB blood contains _______________ antigens on the red blood cell surface.

Type O blood contains ________________ antigens on the red blood cell surface.

Blood that is Rh+ contains _____________ antigens on the red blood cell surface.

Blood that is Rh- contains _____________ antigens on the red blood cell surface.

C. Click on the back button in the red box at the top of the webpage. Click on the “How do you determine a patient’s blood type?” tutorial and read further down the web page.

It explains how patients receiving a blood transfusion will experience an immunological reaction to the wrong blood type—in other words, when the wrong blood type is given to a patient, their immune system attacks the blood. Unless you have an auto immune disorder, your body knows not to attack its own cells, and therefore does not make antibodies ‐against itself. For instance, the immune system of a person with "A" blood would not make "A blood antibodies," ‐because if it did, the antibodies would attack the body’s own "A" blood cells. However, a person with "A" blood does make "B blood antibodies," because the body “knows” that "B" blood is foreign (a person with "A" blood does not make ‐any "B" blood cells). The antibodies in blood react with proteins and carbohydrates located on the exterior of foreign red blood cells, as shown in the drawings of "A", "B", "AB", and "O" blood types on the page.

17 | P a g e

D. Click on the back button in the red box at the top of the webpage. Click on the “How do you perform safe blood transfusions?” tutorial and read the webpage. Complete the table below to show the safe types of blood transfusions.

Can receive blood from: Can give blood to:

Type A

Type B

Type O

Type AB

Rh+

Rh-

F. Click on the back button in the red box at the top of the webpage.

Part III:Now you are ready to test your blood typing skills on some cyber patients! Click on the ‐ "Start Playing” box.

A. Read the information about the challenge. Proceed and follow the directions for the transfusion for that patient. Record the patient’s blood type in the table below.

B. Click on “Next Mission”

Blood type # of Bags Needed Type(s) of Blood Given

Victim #1 (left side)

Victim #2 (middle)

Victim #3 (right side)

C. Mission Completed! How did you do? ________ red drops out of 5 drops

D. Conclusion questions:

What blood type is the universal donor (can be given to anyone)? (Circle)

A B AB O - +

What blood type is the universal recipient (can receive from anyone)? (Circle)

A B AB O - +

What blood type can be safely given to someone in an emergency if you didn’t know their blood type? (Circle)

A B AB O - +Sex-Linked Inheritance Activity

18 | P a g e

Objectives: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a

population.

Materials and Resources: 1 black bean (represents the Y chromosome) 3 white beans (each white bean represents an X chromosome) 2 plastic cups Marker

Procedure:

Cross 11. Obtain 2 cups, 3 white beans, and one black bean.2. Label one cup ‘mother’ and the other cup ‘father.’3. Each white bean represents the X chromosomes. Put a dot on one white bean to represent the X-linked allele

for colorblindness (remember that the dot represents the recessive allele “b” for colorblindness). Place this bean, plus one unmarked white bean in the ‘mother’ cup. The unmarked bean would have the dominant allele or “B” allele that is not colorblind. The mother is a carrier for this sex-linked trait.

4. Place one unmarked white bean, plus 1 black bean, into the cup labeled ‘father.’ 5. Close your eyes and pick one bean from each parental cup. This represents each parent contributing a sex

chromosome to a fertilized egg. 6. Examine the two beans in your hand. In your data table, record the colors of the two beans. 7. Determine the sex of this individual carrying this pair of chromosomes. Remember that white beans are X

chromosomes and black beans are Y chromosomes. 8. Record the genotype of the individual. Remember that the dot represents the lower case allele on the X

chromosome and no dot on the white bean represents the upper case allele on the X chromosome.9. Put the beans back in the cups they came from.10. REPEAT STEPS 1 THROUGH 5 for nine more trials.

Cross 21. Obtain 2 cups, 3 white beans, and one black bean.2. Label one cup ‘mother’ and the other cup ‘father.’3. Each white bean represents the X chromosomes. Put a dot on one white bean to represent the X-linked allele

for colorblindness. Place this bean, plus one unmarked white bean in the ‘mother’ cup. The unmarked bean would have the dominant allele or “B” allele that is not colorblind. The mother is a carrier for this sex-linked trait.

4. Mark a black dot on a different white bean. Place this bean, plus 1 black bean, into the cup labeled ‘father.’ (remember that the dot represents the recessive allele “b” for colorblindness). The father is colorblind.

5. Close your eyes and pick one bean from each parental cup. This represents each parent contributing a sex chromosome to a fertilized egg.

6. Examine the two beans in your hand. In your data table, record the colors of the two beans. 7. Determine the sex of this individual carrying this pair of chromosomes. Remember that white beans are X

chromosomes and black beans are Y chromosomes. 8. Record the genotype of the individual. Remember that the dot represents the lower case allele on the X

chromosome and no dot on the white bean represents the upper case allele on the X chromosome.9. Put the beans back in the cups they came from.10. REPEAT STEPS 1 THROUGH 5 for nine more trials.

19 | P a g e

Cross 1 Group Data: Cross 1 Class Data:

Cross 2 Group Data:

Cross 2 Class Data:

20 | P a g e

Group Normal Males

Colorblind Males

Normal Females

Carrier Females

Colorblind Females

1

2

3

4

5

6

7

8

9

10

TOTALS:

Trial

Colors of the two beans

Sex of the individual(male or female)

Alleles present(genotype)

1

2

3

4

5

6

7

8

9

10

Total # of normal males:

Total # of colorblind males:

Total # of normal females:

Total # of carrier females:

Total # of colorblind females:

21 | P a g e

GroupNormal Males

Colorblind Males

Normal Females

Carrier Females

Colorblind Females

1

2

3

4

5

6

7

8

9

10

TOTALS:

Questions:

1. In general, how do the sex chromosomes keep the number of males and females roughly the same?

2. In cross 1, why were none of the female offspring colorblind?

3. In cross 1, why were roughly half of the male offspring colorblind?

4. In cross 2, why is the mother considered to be a “carrier”? How is the heterozygous genotype related to being a “carrier”?

5. In cross 2, the father is color blind. Why is the father color blind when he ONLY has one recessive allele?

6. In cross 2, why were there no normal (non-carrier) females?

7. Use the data to explain the special pattern of inheritance for sex-linked genes. Why does this pattern exist?

22 | P a g e

Mystery at the Termond Estate

Count Ralph and his wife Marie, owners of the Termond Estate, were an elderly couple of some wealth. Ralph died suddenly when he was struck by lightning in his metal rowboat while fishing in Termond Lake. His body was never recovered. All Count Ralph’s children and grandchildren (who happened to be at the estate at the time for a Father’s Day celebration), eagerly awaited the reading of Count Ralph’s will, since they all knew that the will would provide each blood relative with an equal share of his estate wealth.

When the lawyer arrived, he noticed that a sum of money had been stolen from Count Ralph’s safe. The sum missing was equal to one person’s portion of the estate value. In addition, a small amount of fresh blood was found on the inside of the safe door, presumably belonging to the thief. As this news was being announced by the lawyer, the maid rushed into the room and revealed that she had walked into Count Ralph’s study and observed the thief quickly slipping out of the patio doors. She had not seen the face or been able to identify the thief, since he or she wore a masked and a bulky overcoat. She did see, however, that the thief had an attached earlobe.

Police Detective Morse was called to the Termond Estate. Upon his arrival, he immediately ordered blood typing tests on all in the house, and on the blood smeared on the safe (found to be Type A-). He also noted the earlobe type of everyone. After perusing the data, Morse called all the relatives together and announced that he had discovered the identity of the thief. One of the children or grandchildren was not really a blood relative and the theft of the money was to ensure that he or she would have a share in the inheritance.

Use Morse’s data table below and your knowledge of ABO and Rh blood typing (Rh-positive (R) is dominant over Rh-negative (r)), as well as your knowledge of inheritance of earlobe shape (detached earlobes (E) is dominant over attached (e) earlobes) to solve this mystery.

1. Construct a pedigree in the space below using the data in the table (it might be easier to turn the paper landscape, you’ll have more room!).

a. Write each individual’s name INSIDE the circle/square,

23 | P a g e

b. Write their genotypes for all 3 traits BELOW the circle/square – see example below! c. Include the maid but do not connect her to any family members.

Ex:

AORrEE

24 | P a g e

Joe

Questions:1. Who was the thief? Explain how Morse was able to identify the thief.

2. Who was the money intended for (who did the thief steal the money for)? Who was not the true blood relative (and would not have gotten an inheritance)? Justify your reasoning using a Punnett square.

Polygenic Traits with Pennies

Objective:

Students will understand polygenic traits, how they work, and how parents determine the polygenic trait of a child.

Introduction:

Polygenic traits or quantitative genetics is a topic that is often skipped by biology teachers. It seems that teachers have no real model or lab in which to demonstrate this complicated topic. We have found that if we use pennies to represent genes (heads are dominant or active alleles, tails are recessive or inactive alleles), we could show students how people fall into a bell curve arrangement and how different heights (or other traits) are passed on to children.

Procedure:

1. Each group will carefully flip all six coins on the lab table. 2. Record the number of heads and tails that result from the flip in table 1. 3. Continue to flip the six coins and continue to record the number of heads and tails that result from the flip until

table 1 is complete. 4. Complete table 2 by adding up the number of times the following situations occurred.

o 0 Tails and 6 Heads o 1 Tail and 5 Heads

25 | P a g e

o 2 Tails and 4 Heads o 3 Tails and 3 Heads o 4 Tails and 2 Heads o 5 Tails and 1 Head o 6 Tails and 0 Heads

5. Record your results from table 2 on the board with the class results. 6. Record the class results in table 2. 7. Construct a bar graph from the class data. The number of heads and tails will go on the X axis (the independent

variable), while the number of times the situation occurred will go on the Y axis (the dependent variable). 8. Answer the questions.

Results:

Table 1: Group results

Flip (Group) 1 2 3 4 5 6 7 8 9 10

Number of tails

Number of heads

Table 2: Group and class results

Flip

Situation

0 T 6 H 1 T 5 H 2 T 4 H 3 T 3 H 4 T 2 H 5 T 1 H 6 T 0 H

Your Group

Total

26 | P a g e

Class Total

Construct a Bar Graph for both your results and the class results.

Conclusion: Use the following Height Table to answer the questions.

Penny Situation Height

0 Tails and 6 Heads 6 feet 1 inch

1 Tail and 5 Heads 5 feet 11 inches

2 Tails and 4 Heads 5 feet 9 inches

3 Tails and 3 Heads 5 feet 7 inches

4 Tails and 2 Heads 5 feet 5 inches

5 Tails and 1 Head 5 feet 3 inches

6 Tails and 0 Heads 5 feet 1 inch

Remember: Heads are dominant genes. Tails are recessive genes.

Questions:

1) Do parents give (All or Half) of their genetic material to their children?

27 | P a g e

Example for the rest of the questions: A man is 5 feet 7 inches tall, has 3 heads (dominant genes) and 3 tails (recessive genes). He will give 3 genes to his child. These 3 genes can be given randomly.

He can give 3 dominant genes and no recessive genes

He can give 2 dominant genes and 1 recessive gene

He can give 1 dominant gene and 2 recessive genes

He can give 0 dominant genes and 3 recessive genes

These are all the possible combinations that he can give his child. The height of the mother will dictate the genes that she will give to the child. The combination of the mother's genes and the father's genes will decide the height of the child.

2) If a male is 5 feet 9 inches tall, it means that he has 4 dominant genes and 2 recessive. He will only give 3 genes to his child. What are the possible combinations of genes that he can give?

He can give _____ dominant and ______ recessive

He can give _____ dominant and ______ recessive

He can give _____ dominant and ______ recessive

3) The male is 5 feet 7 inches and the female is 5 feet 5 inches. Is it possible for them to give their child the necessary genes so the child can be 5 feet 11 inches tall? Explain your answer. Diagrams are often useful.

4) If 2 parents are 5 feet 7 inches, is it possible to have a child that is 6 feet tall? Explain how this is possible.

5) If the male is 5 feet 5 inches tall and the female is 5 feet 3 inches tall, what is the tallest height that their child could attain? Explain.

6) If the male is 5 feet 7 inches tall and the mother is 5 feet 3 inches tall, what is the shortest height their child could attain? Explain.

28 | P a g e

7) Research and describe 2 other polygenic traits.

8) How are polygenic traits different from traits that only require 2 genes?

9) Why do you think that some children are taller than their parents?

29 | P a g e

30 | P a g e

31 | P a g e

32 | P a g e

33 | P a g e

Epigenetics Webquest

View each video segment and answer the questions that follow USING COMPLETE SENTENCES.

University of Utah: Epigenome at a Glance: http://learn.genetics.utah.edu/content/epigenetics/intro/1. What is DNA wrapped around?

2. Structurally, what is the epigenome?

3. How does the epigenome function differently for active vs inactive genes?

4. What kinds of factors can influence the epigenome?

Epigenetics Video: http://www.pbs.org/wgbh/nova/body/epigenetics.html5. Why don’t identical twins look or act the same or always get the same diseases?

6. How do identical twins form?

7. How are the mice similar? How are they different?

8. How does the binding of chemicals to histones alter gene expression?

9. What is the epigenome?

10. How does the epigenome help tissues differentiate into different tissue types or organ systems?

11. Can your epigenome change? When?

12. How does Jirtle (the researcher) affect the epigenome of the mice to get skinny brown mice?

34 | P a g e

13. How can this affect humans?

14. What was the point of the Spanish twin study?

15. What lab tool tells you there researchers are doing science?

16. Which sets of twins are more similar and which are more different? Why is this so?

17. What is the idea of epigenetic therapy?

18. What is the deal with rainbow the calico cat and her clone? Why are they different?

A Tale of Two Mice: http://www.pbs.org/wgbh/nova/body/epigenetic-mice.html19. How are the mice related?

20. According to the video how many genes are there? What is the point of the epigenome?

21. How is the agouti gene different between the sister mice?

22. What is the chemical that the mice were exposed to? Are you ever exposed to this chemical?

23. In what percentage of the 400 people studied, did the CDC find BPA?

24. What happened to the pregnant mice that were exposed to BPA?

25. How were the negative effects of BPA exposure counteracted?

35 | P a g e

Lick Your Rats: http://learn.genetics.utah.edu/content/epigenetics/rats/ Some mother rats spend a lot of time licking, grooming and nursing their pups. Others seem to ignore their pups. Highly nurtured rat pups tend to grow up to be calm adults, while rat pups who receive little nurturing tend to grow up to be anxious. It turns out that the difference between a calm and an anxious rat is not genetic - it's epigenetic. The nurturing behavior of a mother rat during the first week of life shapes her pups' epigenomes. And the epigenetic pattern that mom establishes tends to stay put, even after the pups become adults.

26. How can the expression of the GR gene be altered?

27. What happens (genetically and behaviorally) to the baby rat when it is licked a lot?

28. What happens (same as above) to the baby rat when it wasn’t licked very much?

29. How does nurturing affect the DNA?

30. How is the brain of licked vs not licked rats affected by the process?

36 | P a g e

Recombinant DNA Techniques

ObjectiveStudents will model the process of using restriction enzymes and plasmids to form recombinant DNA.

You should know when finished: What restriction enzymes are What “sticky ends” are What a plasmid is What recombinant DNA is

Your GoalTo correctly incorporate the insulin gene into the given plasmid creating a piece of recombinant DNA.

Instructions:

1. REMEMBER: your goal is to open the plasmid AND remove the insulin gene from the DNA2. Then place the human insulin gene into the plasmid.3. AS A TEAM: decide which ONE enzyme will work best to meet the criteria set in 1 and 2 above.4. Make cuts on the zigzag for the enzyme that you on both the plasmid and the DNA strips. Follow the black line

on the enzyme card – cuts should be made in a zigzag. Call me over before you cut if you need help with this!!!5. Tape the sticky ends of the plasmid to the sticky ends of the insulin gene to create the recombinant DNA.

Answer the following questions in complete sentences:1. A fifth grader asks you “What is the insulin gene?” What would you tell them?

2. What do we call the original circle of DNA removed from the bacteria?

3. Why was it important to find an enzyme that would cut the plasmid at only one site? What could happen if the plasmid were cut at more than one site?

4. Why was it important to use an enzyme that does not cut the DNA within the insulin gene?

37 | P a g e

5. Why is it important that the plasmid replication site is not cut? (see note on plasmid cut out paper)

6. Why might it be important to cut the DNA strand as closely to the desired gene as possible? (your guess- based on what you know about DNA and genes)

7. Why is the new plasmid that you made called “recombinant DNA”?

8. What did the sticky ends look like and what was their purpose?

9. In this activity, you incorporated an insulin gene into the plasmid. What would be the next step if you were doing this in a laboratory?

10. What do scientists call the bacteria cell with the recombinant DNA in it?

11. Why would a scientist want to put a human insulin gene into bacteria cells?

38 | P a g e

39 | P a g e

Human DNA Base Sequence Strips

1. Cut out strips along dotted lines. 2. Tape together top to bottom in numerical order. Make sure all DNA is facing the same direction.3. This is your human DNA containing the insulin gene (which is the shaded portion). Your job is to get this gene

into your plasmid and create the recombinant DNA.

Shaded region = insulin gene site

40 | P a g e

41 | P a g e

Bacterial Plasmid

1. Cut out strips along dotted lines. 2. Tape together top to bottom in any order as long as the letters are all going in the same direction.3. Create your plasmid.

Shaded region = plasmid replication site (this controls the copying of the plasmid when it is in the bacterium cell)

42 | P a g e

43 | P a g e

Restriction Enzymes

1. Cut out cards along dotted lines. 2. Start with enzyme number 1. Compare the sequence to the base sequences on the plasmid. 3. If you find a match, draw a zig-zag line on the plasmid with pencil and mark it with the number of the enzyme.

Continue looking for matches until you have checked the entire plasmid.4. If there are no matches- put that enzyme to

the side. You will not need it again.5. If there is a match: Repeat this procedure

with the human DNA. When you find a perfect match- trace it and mark it with the number of the enzyme.

6. Switch colors of your pencil and repeat steps 1-5 for enzyme 2.

7. Continue until all enzymes have been used.

44 | P a g e

45 | P a g e

Genetic Engineering and Transgenic Organisms

Answer all questions in complete sentences!!!!!

Before you begin:

1. In your own words, define the term herbicide:

2. In your own words, define the term resistant:

http://www.pbs.org/wgbh/harvest/engineer/transgen.html

3. What will you be producing in this animation?

4. Where will the new gene come from?

5. What is Bt?

6. What does this gene code for?

7. What will be special about this new crop?

46 | P a g e

Follow the steps and answer the questions as you go.

Step One:

8. What is a vector?

9. How many genes were added?

Step Two:

10. In your own words, what is the purpose of Agrobacterium?

Step Three:

11. What is the purpose of growth medium?

Step Four:

12. What is the purpose of this step?

Step Five:

13. What is the purpose of this step?

Step Six:

14. What is the purpose of this step?

Step Seven:

47 | P a g e

15. How will scientists know if the new gene is working in the mature plant?

Go to: http://www.pbs.org/wgbh/harvest/coming/coming.html

16. Click on any 5 different materials found at the table in any order. Write the name of the item you chose and then explain how and why it is being genetically modified.

a.___________________________

Why?

b.___________________________

Why?

c.___________________________

Why?

d.___________________________

Why?

e.___________________________

Why?

48 | P a g e

Go to: http://www.treehugger.com/corporate-responsibility/first-drug-made-from-genetically-engineered-animals-approved-by-fda.html

17. What was the first medicine produced by a GMO?

18. What organism was modified?

19. Where was the recombinant DNA placed?

20. Where was the new medicine produced?

21. What does the medicine do?

Go to: http://news.bbc.co.uk/2/hi/science/nature/889951.stm

22. Explain how and why scientists have genetically modified these goats.

Go to: http://abcnews.go.com/Health/story?id=117204&page=1

23. Name three ways that scientists could genetically modify organisms to use as weapons.

a.___________________________________________________________________________

b.___________________________________________________________________________

c.___________________________________________________________________________

49 | P a g e

Go to:

http://www.mnn.com/green-tech/research-innovations/photos/12-bizarre-examples-of-genetic-engineering/enviropig

24. Use the arrows to go through the gallery. Read the explanations on the side and classify the organisms in the chart below. You will have 10 filled in when you are finished.

Important for the Environment Important for Humans

Go to: http://www.pbs.org/wgbh/harvest/exist/

Scroll to the bottom and click on “View all 12 arguments”

25. Read through the arguments for and against GM foods. Give 5 positives and 5 negatives of GMO’s in a t-chart below. Be thorough.

50 | P a g e

Unit 6 ReflectionHow did these labs/activities help you learn the material in the unit? Give thorough, complete answers to the following guiding questions by relating the chosen 3-4 labs/activities to the specific unit objectives from page 3. The reflection should really show me what you learned from each of the labs/activities and how they connect to the objectives for the unit.

a. How does each lab/activity exemplify the learning objectives for that unit? Be specific about each unit objective covered!

51 | P a g e

b. What were you able to learn by completing the labs? Again, be specific to the unit objectives!

c. How did the labs compare/contrast to each other?

52 | P a g e

d. In which labs did you experience trouble? Explain.

e. How does this unit of lab work relate to real life situations? Explain using specifics!

53 | P a g e

Article Rationale & Summary

Article Title: _______________________________________________________________________________________

Author(s): _________________________________________________________________________________________

Source: ___________________________________________________________________________________________

Summary: Summarize the main points of the article in 4-6 sentences.

Rationale for inclusion in this unit: How does the material in the article relate to what was learned/studied in this unit? Include a detailed description of at least 3 different, specific examples.

54 | P a g e

(Copy of Article)

55 | P a g e

Personal Choice

56 | P a g e

Personal Choice Rationale for Inclusion

57 | P a g e