Cells & Heredity Scavenger Hunt - School District of ... · Cells & Heredity Scavenger Hunt ... What is the topic of Chapter Two, Section Two? 4) ... THE CELL Vocabulary organism

Our Genes Our Selves Unit

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Cells & Heredity Scavenger Hunt Procedure: o Use your “Cells & Heredity” textbook to find the answers to the following

questions.

1) What is life science? (Hint: Use p. xiii to help you answer the answer.) 2) How many chapters are in this book? 3) What is the topic of Chapter Two, Section Two? 4) On what page can you find the Periodic Table of the Elements? 5) What is the definition of heredity? 6) On which page does the glossary begin? 7) What are the big ideas for each chapter?

Chapter 1: Chapter 2: Chapter 3: Chapter 4: Chapter 5:


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8) What four characteristics must all scientists have? (Hint: Look on page xxii) 9) Turn to page 104 – what will you read about?

10) What chapter number covers Cell Division? 11) What is the “key concept” for Section 4.3? 12) What is the purpose of the diagram on page 115? 13) What is the symbol for the basic International System (SI) unit for temperature? 14) What are two note-taking strategies listed in this book? Briefly summarize

them. 15) What are the four unifying principles of Life Science? 16) On what pages in your book will you find information on the Human Genome

Project?


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CELLS AND HEREDITY, CHAPTER 1, READING STUDY GUIDE A 13

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THE CELL IS THE BASIC UNIT OF LIVING THINGS.

Reading Study Guide A

BIG IDEA All living things are made up of cells.

KEY CONCEPT The cell is the basic unit of living things.

Vocabularyorganism an individual form of life that uses energy to carry out activities unicellular consisting of a single cellmulticellular consisting of many cellsmicroscope an instrument that uses lenses to make an object appear bigger than it really isbacteria tiny single-celled organisms

Review 1. If the sentence is true, write true. If the sentence is false, replace the underlined

term to make the sentence true.

A theory explains what is observed in nature. ____________

Living things do not have common characteristics. ____________

Living things do not have common needs. ____________

Take NotesI. Living things are different from nonliving things (p. 9)

A. Characteristics of Life and Needs of Life (p. 10)

2. Fill in the main idea web for the main idea shown.

An organism must have these four characteristicsto be regarded as a living thing.

Its body must be organized in a way that enables it to

It must be able to respond to

It must be able to

It must be able to reproduce.

SECTION

1.1

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24 CELLS AND HEREDITY, CHAPTER 1, READING STUDY GUIDE A

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III. Plants and animals have eukaryotic cells. (p. 21)

4. Fill in the four square diagram for organelle.

ORGANELLE

Characteristics:

Nonexamples:

Definition:

Examples:

its activities areseparate from other

organelles

A. Structures That Process Information, Organelles That Provide Energy, and Organelles That Process and Transport (pp. 23–24)

5. Circle the organisms that have mitochondria in their cells. Draw a square around the organisms that have chloroplasts in their cells. Draw a triangle around the organisms whose cells have cell walls.

B. Organelles for Storage, Recycling, and Waste (p. 24)

6. What does the central vacuole in a plant cell do?

7. Which organisms in the picture above do not have a central vacuole in their cells?

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SECTION

1.3DIFFERENT CELLS PERFORM VARIOUS FUNCTIONS.


BIG IDEA All living things are made up of cells.

KEY CONCEPT Different cells perform various functions.

Vocabularyspecialization the particular organization of a cell and its organelles that allows it to do a specifi c jobtissue a group of similar cells organized to do a specifi c job organ different tissues that work together to perform a particular function

Review 1. Fill in the concept map for cells.

CELLS

can beseen using

someare

plant cells and animal cells have similarities

and differences

prokaryotic

Take NotesI. Organisms can be classifi ed by their cell type. (p. 26)

2. Do most organisms on Earth have one cell or many cells? ______________

A. Archaea and Bacteria (p. 27)

3. Mark an X in the column if the description fi ts.

Archaea Bacteria

Have a tough cell wall

First discovered in the 1970s

Have no nucleus

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CELLS AND HEREDITY, CHAPTER 1, VOCABULARY PRACTICE 45

THE CELL

Vocabulary

organismunicellularmulticellularmicroscopebacteriacell membrane

cytoplasmnucleuseukaryotic cellprokaryotic cellorganellecell wall

chloroplastmitochondriaspecializationtissueorgan

A. DEFINITIONSOn the line, write the vocabulary word that matches the defi nition.

1. Organisms that are one single cell.

2. A group of similar cells that are organized to do a specifi c job.

3. In this, the DNA is kept in the nucleus, which is enclosed by its own membrane.

4. An organelle in a plant cell that uses the energy from sunlight to make sugar.

5. When a cell and its organelles are organized to allow it to do a specifi c job.

6. An organelle that releases stored energy, which comes mostly from sugars.

7. Scientists use this word for any part of a cell enclosed by a membrane.

8. Different tissues that work together to perform a particular function.

9. The gelatinlike fl uid within the cell membrane where most of the workof the cell is carried out.

CHAPTER

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Investigating Human Traits: Group Results Trait Name 1 Name 2 Name 3 Name 4 Name 5 Name 6 Group

Totals Eye Color

Blue Brown Gray Green Hazel Tongue Rolling

Yes No Hand Clasping

Right on Top

Left on Top Height (in cm)

Arm Span (in cm)

PTC Tasting

Yes

No

A little

Earlobes

Attached Free Hairline

Widow’s Peak

Straight Thumb

Straight Curved Freckles

Yes No


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Investigating Human Traits: Class Results

Trait Group 1 Group 2 Group 3 Group 4 Group 5 Group 6

Group 7

Group Totals

Eye Color

Blue Brown

Gray Green Hazel Tongue Rolling

Yes No Hand Clasping

Right on Top

Left on Top Height (in cm)

Less than 145 cm

145 – 155 cm 156 – 165 cm

166 – 175 cm

More than 175

Arm Span (in cm)

Less than 145 cm

145 – 155 cm

156 – 165 cm

166 – 175 cm

More than 175

PTC Tasting

Yes

No

A little


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Trait Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7

Group Totals

Earlobes

Attached

Free Hairline

Widow’s Peak

Straight Thumb

Straight Curved Freckles

Yes No


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Issues and Life Science • Transparency 54.2

Bar Graph Grid

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Investigating Human Traits Analysis Questions

1) For each of the characteristics you studied, how many versions, or

traits, are observed in your class? Complete the following table: Characteristic

Traits

# of Traits

Eye color

Tongue-rolling

Hand-clasping

PTC tasting

Earlobes

Hairline

2) Which of the traits you investigated (eye color, tongue rolling, PTC

tasting, crossing all your fingers, height & arm-span) do you think people inherit from their biological parents? Explain.

3) If a trait is not inherited, what else might cause it? Explain, or give some

examples. 4) If you studied more people in your community, would you expect to

find more traits for each characteristic? Explain your answer.


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Issues and Life Science • Student Sheet 55.1

“Talking Drawing: Plant Offspring”

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1. Predict the color or colors of the plants that will grow from the seeds. You may

make more than one prediction, but be sure to indicate which you think is

most likely to happen.

PLANT GENERATIONS

Grandparents

Parents

Offspring

? ? ? ? ? ?


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Plants Have Genes, Too! Analysis Questions

1) Record your prediction for the color or colors of the plants that will

grow from the seeds. a) You may make more than one prediction, but be sure to indicate

which you think is most likely to happen. 2) What are your reasons for each prediction you proposed in Question

#1. Explain.


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Joe’s Dilemma

Questions Joe should ask Dr.

Foster

Advantages of being tested

Disadvantages of being tested


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Joe’s Dilemma Analysis Questions

1) What are the signs that suggest a person may have the Marfan

syndrome? 2) What causes the Marfan syndrome? 3) Can you “catch” the Marfan syndrome from another person, the way

you can catch the flu? Explain. 4) What effect can the Marfan syndrome have on a person’s life? 5) Look back at the questions you wrote on the previous page.

a) Were any of your questions answered? Record the new information you learned from the video.

b) What new questions would you want to ask a doctor or genetic counselor?

6) How would you behave toward a fellow student whom everyone

suspects has the Marfan syndrome?


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CopyCat Stopping to Think Questions

1) In asexual reproduction of a bacterial cell, is it clear which cell is the

parent and which is the offspring? Explain. 2) Your friend tells you, “Only single-celled organisms reproduce

asexually. After all, how could a multicellular organism do that?” How do you respond to your friend?

3) “Fraternal twins” result when two eggs are both fertilized by sperm cells,

and both develop into offspring. (This is very common in dogs and cats.) Why are identical twins much more similar than fraternal twins? Explain.

4) How is a clone different from an identical twin?


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Three-level Reading Guide: Reproduction

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1. Check the statements below that you believe agree with what the readingsays. Sometimes, the exact words found in the reading are used. At othertimes, other words may be used to communicate the same meaning.

a. Asexual reproduction requires only one parent.

b. Asexual reproduction only occurs in single-celled organisms.

c. Mammals only reproduce by sexual reproduction.

2. Check the statements below that you believe represent the intended meaningof the reading.

a. An organism that is produced by sexual reproduction is genetical-

ly unique.

b. Clones that are created by transplanting the nucleus of a cell into

an egg cell will always be younger than the original animal.

c. Fraternal twins are the result of a mutation.

3. Check the statements below that you agree with, and be ready to support yourchoices with ideas from the reading and from your own knowledge andexperience.

a. It is possible for an offspring produced by sexual reproduction to be

identical to one of the parent organisms.

b. A mutation may be harmful, helpful, or have no effect on an

organism.

c. Fraternal twins share exactly the same genetic information with

each other.


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CopyCat Analysis Questions

Reproduction Asexual Sexual

1) Classify each of the following as either sexual or asexual

reproduction. Explain each answer. i) An orange cat is bred with a black cat, in hopes of producing a

tortoiseshell cat.

ii) A cutting is taken from a red-flowered geranium and placed in water to develop roots. Once roots have grown, the new plant is placed in soil and grows to produce another red-flowered geranium.

iii) A red-flowered geranium with dull leaves is bred with a white-flowered geranium with shiny leaves, with a goal of producing a red-flowered geranium with shiny leaves.


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iv) A male fish releases sperm cells into the water. One of the sperm unites with an egg from a female fish to form a new cell that grows into a new fish.

v) A small worm that lives in water splits in two and each half grows to normal size. The head end grows a tail, and the tail end grows a head.

vi) Sheep reproduce only by sexual reproduction in nature. Using modern technology, a clone of an adult sheep is produced.

2) If you were given an opportunity to clone yourself, would you do it? Explain.


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Creature Features Stopping to Think Questions

1) What do you think the tails of Skye and Poppy’s offspring will look like? Explain your opinions to your group.

2) Why do all of the offspring have blue tails? Develop one or more hypotheses.

3) Does the evidence so far from the second and third generations help you decide which hypothesis or hypotheses might be correct? Explain.


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Critters Template

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Issues and Life Science • Student Sheet 58.1a

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Scientists often construct simple models that help them test hypotheses. In thisactivity, you will use colored disks to represent genes for tail color. You can

think of the genes as bits of information that carry directions for the traits of theorganism.

CHALLENGE

How are simple inherited traits passed from parents to their offspring and then

to the next generation?

MATERIALSFor each group of four students

1 copy of Transparency 58.4, “Critter Template”

20 orange plastic disks

30 blue plastic disks

PROCEDURE1. Decide which hypothesis you will model first.

2. Assume that each critter has the same total number of tail-color genes. To

keep your simulation simple, decide with your partner whether to try the

simulation with 2, 3, or 4 tail-color genes in each critter.

3. Place the number of orange tail-color genes (orange disks) you have

chosen into Poppy’s outline on your critter-breeding template.

4. Place the number of blue tail-color genes (blue disks) you have chosen

into Skye’s outline on your critter-breeding template.

5. Decide how many genes you think each parent (Skye and Poppy) gives to

each offspring. Don’t take the genes away from Skye and Poppy. Skye and

Poppy give copies to their offspring. Take the copies you need from your

pile of disks. Place the appropriate number of orange and blue disks in

the outline for each offspring. Remember, each offspring has to have the

same total number of tail-color genes as Skye and Poppy.

54 Modeling Genes


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Creature Features Analysis Questions

1) Based on the breeding results and your simulations, which

hypothesis do you think best fits the evidence? Explain your answer.

2) You have used models (not the real thing) to investigate

several scientific questions in this series. What are the trade-offs of using models to investigate the real world?


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The Coin-Tossing Model

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a. The outcome of a coin toss (heads or tails) representsthe one version of a tail-color gene that is containedin the sex cell (sperm or egg) contributed by a parentcritter. Tails represents the blue version and headsrepresents the orange version.

b. A future offspring critter receives a version of thetail-color gene from each of its two parents whenfertilization occurs.

c. Each side of the coin represents one of the twoversions of the tail-color gene carried by eachGeneration Two critter, such as Ocean and Lucy.

d. Blue tail color is dominant to orange tail color. Thismeans that if a critter has at least one copy of the blueversion of the gene, its tail is blue. A critter has anorange tail only if it has no blue versions of the tail-color gene.


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Gene Combo Results

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OffspringOcean’s

contribution(T or t?)

Offspring’sgenes

(TT, Tt, tT, or tt?)

Lucy’scontribution

(T or t?)

Offspring’stail color

(blue or orange?)

1

2

3

4

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7

8

9

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Heads = TTails = t


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Gene Combo Totals

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StudentGroup

Coin Tossing Model Results

No. ofBlue Tails

No. ofOrange Tails

Totals


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Gene Combo Analysis Questions

1) What is the ratio of blue-tailed to orange-tailed critter pups? Use the class data to answer this question:

a) Divide the number of blue-tailed offspring by the number of orange tailed offspring.

number of blue-tailed offspring ________________________ = number of orange-tailed offspring

b) Round this value to the nearest whole number. Then express it as a ratio by writing it like this:

________________ : 1

(whole number)

c) Express this ratio as a pair of fractions, so that you can use them in the following sentence: i) “About _______ of the offspring have blue tails, and about ______

of the offspring have orange tails”

d) Explain why the class obtained such a large ratio. For example, why isn’t the ratio of blue to orange 1:1, that is ½ blue and ½ orange?

2) You and your partner are about to toss two coins 100 times. Predict about how many time the outcome would be:

a) head – heads _________ b) heads – tails _________ c) tails – heads _________ d) tails – tails _________


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3) How sure are you that you will get exactly the results you predicted

for Question 2? Explain your answer.

4) Look back at Activity 58, “Creature Features.” Do the results of the coin-tossing model match the Generation Three critter data? Explain.

5) Try to write your own definition of the phrase dominant trait as it is used in genetics. Hint: Does it mean that every time any pair of critter mates, most of the offspring will have blue tails? Why or why not?


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Mendel, First Geneticist Stopping to Think Questions

1) What personal qualities do you think Mendel must have had that helped him in his work?

2) A. What were the advantages for Mendel in using pea plants for his breeding investigations?

B. Why did Mendel perform so many crosses for the same characteristics?

3) Explain how the model in Activity 59: “Gene Combo” works exactly like Mendel’s explanation for his results with pea plants.


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Mendel’s Results©

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Mendel, First Geneticist Analysis Questions

1) Based on Mendel’s results, what trait for each pea characteristic is dominant? Fill out the dominant trait and recessive trait for each characteristic in Table 1 (on page D-36).

Characteristic Dominant Trait Recessive Trait Ratio

Dominant:Recessive Flower Color

Example: 705:224 To get ratio: Divide 705 by 224. Round this number. 705/224=3.15 Ratio is 3.15 : 1

Seed Color

Seed Surface

Pod Color

2.)

e) In the table above, calculate to the hundredth place the ratio of dominant to recessive for each characteristic in the third generation. Record this ratio in the table.

f) Why are the ratios not exactly 3 : 1?


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3) Look at Figure 1, which shows the ratio of green-seeded to yellow-seeded offspring. Explain why a 1:3 ratio of green-seeded plants to yellow-seeded plans is the same as a fraction of ¼ green-seeded plants.

4) Mendel performed his experiments on more characteristics than the

four shown in Figure 1. Why was it important for him to look at more than one characteristic?

5) Reflection: People often think of mathematic as important to physics

and chemistry, but not to life science (biology). What is your opinion?


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Name Date

Issues and Life Science • Student Sheet 61.1a

Punnett Squares—Step by Step

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The cross between the Generation 2 (Tt) critters Ocean and Lucy is:

Ocean x Lucy

Tt x Tt

T = allele for blue tail color (dominant)t = allele for orange tail color (recessive)

Note that while Ocean and Lucy both have blue tails, they are both heterozygous.

1. Referring to the example above from your book, complete this Punnett square forthe cross between Ocean and Lucy.

a. Place Ocean’s and Lucy’s alleles on the dotted lines in the Punnett square.

b. Complete the Punnett square by filling in each box with the allele above it andthe allele to its left.

Tail Color

c. Use either a blue pencil or a regular pencil to shade in the squares for offspringthat will have blue tails in your Punnett square above.

d. About what fraction of the offspring of Ocean and Lucy are predicted to haveblue tails, according to the Punnett square?

e. About what fraction are predicted to have orange tails?

T t

T t

Key:

T =

t =


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Gene Squares Analysis Questions

1) Compare the results of your Punnett square for Problem 1 on Student Sheet 61.1 with the results of the Ocean/Lucy cross in Activity 59: Gene Combo. Why are they similar?

2) Refer to the table of Mendel’s results to answer the following: a. What are the traits for pea flower color? Suggest letters you

might use to represent the alleles for flower color.

b. What are the traits for seed surface? Suggest letters you might use to represent the alleles for seed surface.

3) Review your results on Student Sheet 61.1 Why is it impossible for offspring to show the recessive trait if one parent is homozygous for the dominant trait?


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4) A scientist has some purple-flowered pea plants. She wants to find

out if the pea plants are homozygous for the purple flower color. a. What cross will be best to find out if the purple-flowered peas

are homozygous?

b. Use Punnett squares to show what will happen if the plants are crossed with white-flowered plants and:

i. The purple-flowered plants do not have an allele for the white trait.

ii. The purple-flowered plants do have an allele for the white trait.


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T. Trimpe 2003 http://sciencespot.net/

Bikini Bottom Genetics Name ___________________________ Scientists at Bikini Bottoms have been investigating the genetic makeup of the organisms in this community. Use the information provided and your knowledge of genetics to answer each question. 1. For each genotype below, indicate whether it is a heterozygous (He) OR homozygous (Ho).

TT _____ Bb _____ DD _____ Ff _____ tt _____ dd _____

Dd _____ ff _____ Tt _____ bb _____ BB _____ FF _____

Which of the genotypes in #1 would be considered purebred? _______________________________

Which of the genotypes in #1 would be hybrids? __________________________________________ 2. Determine the phenotype for each genotype using the information provided about SpongeBob.

Yellow body color is dominant to blue.

YY ________________ Yy ________________ yy ________________

Square shape is dominant to round.

SS ________________ Ss ________________ ss ________________

3. For each phenotype, give the genotypes that are possible for Patrick.

A tall head (T) is dominant to short (t).

Tall = _______________ Short = _______________

Pink body color (P) is dominant to yellow (p).

Pink body = _____________ Yellow body = _________________ 4. SpongeBob SquarePants recently met SpongeSusie Roundpants at a dance. SpongeBob is heterozygous for his square shape, but SpongeSusie is round. Create a Punnett square to show the possibilities that would result if SpongeBob and SpongeSusie had children. HINT: Read question #2! A. List the possible genotypes and phenotypes for their children. B. What are the chances of a child with a square shape? ____ out of ____ or ____% C. What are the chances of a child with a round shape? ____ out of ____ or ____% 5. Patrick met Patti at the dance. Both of them are heterozygous for their pink body color, which is dominant over a yellow body color. Create a Punnett square to show the possibilities that would result if Patrick and Patti had children. HINT: Read question #3! A. List the possible genotypes and phenotypes for their children. B. What are the chances of a child with a pink body? ____ out of ____ or ____% C. What are the chances of a child with a yellow body? ____ out of ____ or ____%


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Simple Genetics Practice ProblemsSimple Genetics Practice Problems

1. For each genotype, indicate whether it is heterozygous (HE) or homozygous (HO)

AA ____ Bb ____ Cc ____ Dd ____

Ee ____ ff ____ GG ____ HH ____

Ii ____ Jj ____ kk ____ Ll ____

Mm ____ nn ____ OO ____ Pp

2. For each of the genotypes below, determine the phenotype.

Purple flowers are dominant to white flowers PP ___________________________ Pp ___________________________ pp ___________________________

Brown eyes are dominant to blue eyes BB ___________________________ Bb ___________________________ bb ___________________________

Round seeds are dominant to wrinkled RR ___________________________ Rr ___________________________ rr ___________________________

Bobtails are recessive (long tails dominant) TT ___________________________ Tt ___________________________ tt ___________________________

3. For each phenotype, list the genotypes. (Remember to use the letter of the dominant trait)

Straight hair is dominant to curly. ____________ straight ____________ straight ____________ curly

Pointed heads are dominant to round heads. ____________ pointed ____________ pointed ____________ round

4. Set up the square for each of the crosses listed below. The trait being studied is round seeds (dominant) and wrinkled seeds (recessive)

Rr x rr

What percentage of the offspring will be round? ___________


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Rr x Rr


RR x Rr


Practice with Crosses. Show all work!

5. A TT (tall) plant is crossed with a tt (short plant). What percentage of the offspring will be tall? ___________

6. A Tt plant is crossed with a Tt plant. What percentage of the offspring will be short? ______

7. A heterozygous round seeded plant (Rr) is crossed with a homozygous round seeded plant (RR). What percentage of the offspring will be homozygous (RR)? ____________

8. A homozygous round seeded plant is crossed with a homozygous wrinkled seeded plant. What are the genotypes of the parents? __________ x __________

What percentage of the offspring will also be homozygous? ______________


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9. In pea plants purple flowers are dominant to white flowers. If two white flowered plants are cross, what percentage of their offspring will be white flowered? ______________

10. A white flowered plant is crossed with a plant that is heterozygous for the trait. What percentage of the offspring will have purple flowers? _____________

11. Two plants, both heterozygous for the gene that controls flower color are crossed. What percentage of their offspring will have purple flowers? ______________

What percentage will have white flowers? ___________

12. In guinea pigs, the allele for short hair is dominant. What genotype would a heterozygous short-haired guinea pig have? _______ What genotype would a purebred short-haired guinea pig have? _______

What genotype would a long-haired guinea pig have? ________

13. Show the cross for a pure breeding short-haired guinea pig and a long haired guinea pig. What percentage of the offspring will have short hair? __________

14. Show the cross for two heterozygous guinea pigs. What percentage of the offspring will have short hair? ________ What percentage of the offspring will have long hair? _______

15. In guinea pigs, the allele for short hair is dominant. Two short-haired guinea pigs are mated several times. Out of 100 offspring, 25 of them have long hair. What are the probable genotypes of the parents? ________ x ___________ Show the cross to prove it!


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3. In the table below, write yes if the trait is the result of heredity or no if it is not.

Trait Result of Heredity?

Blonde hair

Able to speak English

Able to ride a bicycle

Green eyes

II. Genes are on chromosome pairs. (p. 102)

4. What function do genes serve?

5. What is one function of the X- and Y-chromosomes in humans?

III. Gregor Mendel made some important discoveries about heredity. (p. 104)

6. A science student crosses a purebred regular height pea plant with a dwarf height plant. Four new pea plants are grown. Draw the four pea plants in the space below. Be sure to make them the right height.

IV. Alleles interact to produce traits and Phenotype and Genotype and Dominant and Recessive Alleles (pp. 106–107).

7. In the table below, write one example for phenotype and one for genotype.

Name Description Example

Phenotype Actual characteristics

Genotype Genes an organism has

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PATTERNS OF HEREDITY CAN BE PREDICTED.


BIG IDEA In sexual reproduction, genes are passed from parents to offspring in predictable patterns.

KEY CONCEPT Patterns of heredity can be predicted.

VocabularyPunnett square a graphic that shows how parents’ alleles might combine in offspringratio two numbers that show the relationship between two amountsprobability the chance that something will happenpercentage a ratio that compares a number to 100

Review 1. Fill in the concept map for traits.

TRAITS

passed from

to

are inherited

Take NotesI. Punnett squares show possible outcomes for inheritance. (p. 110)

2. Fill in the frame game for Punnett square.

PUNNETT SQUARE

helps to understand heredity

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228 CELLS AND HEREDITY, CHAPTER 4, MATH SUPPORT

PATTERNS OF HEREDITY

Math Support

Using Punnett Squares

You can use a Punnett Square to predict the probability that an offspring will display certain traits.

SAMPLE PROBLEMA parent with brown eyes (Bb) and a parent with blue eyes (bb) have an offspring. What is the probability that their offspring will have blue eyes?Draw a Punnett Square.

B b

b Bb bb

b Bb bb

Possible outcomes: There are 4 possible outcomes shown in the square for the offspring.

Ratio: 2 of the 4 show bb, or blue eyes.

Expressed as percent: 2:4 ! 42 p 100% ! 50%

Answer: For these parents, there is a 50% chance that an offspring will have blue eyes.

EXERCISES............................................................................................................................................................................................

Use a Punnett Square to fi nd each probability.

CHAPTER

4

1. One parent has brown eyes (BB), while the other parent has blue eyes (bb). What is the probability that an offspring will have blue eyes?

Possible outcomes:

Ratio:

Percent:

Answer:

2. One parent has black fur (Bb), while the other parent has white fur (ww).What is the probability that an offspring will have white fur?

Possible outcomes:

Ratio:

Percent:

Answer:

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PATTERNS OF HEREDITY

Math Practice

Using Punnett Squares

Use a Punnett Square to fi nd each probability.

CHAPTER

4

1. One parent organism has brown eyes (BB), while the other has red eyes (bb). What is the probability that an offspring will have red eyes?

3. Both parent organisms have brown eyes (Bb). What is the probability that an offspring will have brown eyes?

5. One parent organism has red fl owers (Rw), while the other has white fl owers (ww). What is the probability that an offspring will have white fl owers?

2. One parent organism has black fur (Bb), while the other has white fur (bb). What is the probability that an offspring will have black fur?

4. Both parent organisms have white fur (bb). What is the probability that an offspring will have white fur?

6. Both parent organisms have red fl owers (Rw). What is the probability that an offspring will have white fl owers?

CELLS AND HEREDITY, CHAPTER 4, MATH PRACTICE 229

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Class Results

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StudentGroup

Germinating Plants Results

No. of GreenSeedlings

No. of Yellow Seedlings

Totals


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Analyzing Genetic Data Analysis Questions

1) Look back at the “Plants Have Genes, Too” activity. Was your prediction correct?

2) Compare the class’s results for seedling color to Mendel’s result for various pea plant traits. Why are they similar? What do they suggest about the inheritance of the pale yellow and green Nicotiana traits?

3) Does each group’s results fit Mendel’s model? Explain?

4) When you first set out these seeds to germinate, you were told they were all the offspring of two green parent plants. You were also told that each of the green parents had one green parent and one yellow parent.

a. Based on the class’s results, what can you conclude about the color alleles of each of the green parents of your seedlings?


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5) Construct a Punnett square to show what will happen if one of the green parent-generation Nicotiana plants is crossed with a pale yellow plant. Explain the results.


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1

Investigation B3

Crazy Traits Copyright 2008 CPO Science Can be duplicated for classroom use

B3 Crazy TraitsWhat role does chance play in an organism3s heredity?

A Determining the genotype 1. The first trait you will flip for is gender. Choose the male sex chromosome coin (X on one side and

Y on the other) and the female sex chromosome coin (X on both sides). Place both coins in the cup

and shake. Toss the coins onto the table. Record the allele from each parent and genotype in

columns 2, 3, and 4 of the first row of Table 1.

2. Next, flip coins to determine the allele for each of the other traits your creature inherits from each

parent. This will decide the creatureEs genotype and phenotype. An organismEs genotype is the

alleles of a gene it contains. An organismEs phenotype is the form of a trait that it displays. In this

activity, both parents have the same genotype for all traits (Tt) since they are from that isolated

population on Geneticus. You will need the blue (egg) coin with a capital T on one side and a

lower case t on the other side. You will also need the green (sperm) coin with a capital T on one

side and a lower case t on the other side.

3. Flip the coins for the next trait L skin color. Place the coins in the cup. Shake the cup and toss the

two coins on the lab table. The side that lands up on each coin represents the sperm and egg that

unite during fertilization. Record your results in Table 1.

4. Repeat this procedure for traits 3 through 14.

NASA scientists have found an isolated population of crazy creatures on the planet Geneticus that all have the same combination of alleles : one dominant allele and one recessive allele for all their traits. Since all the parents have the same alleles, many have incorrectly assumed that the future generations will look exactly the same as the parents. You know that this isnBt the case! It is true that for each gene, you get at least one allele from your mother and one from your father. However, the alleles you actually end up with are determined by two factors: (1) the alleles that your parents have; and (2) the alleles from each parent you inherit. The alleles you inherit from each parent are determined by chance. Probability is the mathematical chance that an event will occur. In this investigation, you will play a probability game that will show how the offspring of this unique population might look.

Additional materialsO Name tags

O Markers


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Show Me The Genes! Stopping to Think Questions

1) How is the function of cell division in single-celled organisms different

from cell division in multicellular organisms? 2) What would happen to the number of chromosomes in each cell if

copies of them were not made before cell division? 3) Why must the number of chromosomes in the sperm and egg be half

the number of chromosomes in the other cells of an organism? 4) Consider two children with the same two parents. Would you expect

them to have the same sets of chromosomes? Explain why or why not?

5) How exactly does a mutation change the form of an organism? When

do such mutations occur?


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Show Me the Genes!! Analysis Questions

1) Draw a flow diagram (a series of pictures) such as the one below that

shows the locations and relative sizes of DNA, genes, chromosomes, and cells in a human body. Write a paragraph to explain your diagram.


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CELL DIVISION OCCURS IN ALL ORGANISMS.


BIG IDEA Organisms grow, reproduce, and maintain themselves through cell division.

KEY CONCEPT Cell division occurs in all organisms.

VocabularyDNA deoxyribonucleic acid, the genetic material in cells that contains information for a cell’s growth and functionchromosome structures of DNA formed when a cell prepares to divide

Review 1. Fill in the concept map for cells.

CELLScomefrom

take in andrelease

in a multicellularorganism, some are

Take NotesI. Cell division is involved in many functions. (p. 73)

2. Fill in the main-idea and detail notes about the main idea shown.

Main Idea Details

Cell division is involved in many functions. Cell division occurs in ________________________

.

You grow because your cells __________________

.

All new cells are produced from ________________

.

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CELL DIVISION IS PART OF THE CELL CYCLE.



KEY CONCEPT Cell division is part of the cell cycle.

Vocabularycell cycle the normal sequence of development and division of a cellinterphase the part of the cell cycle when a cell is not dividing but is carrying out its normal functions, such as cellular respirationmitosis the part of the cell cycle during which the nucleus dividescytokinesis the process that divides the parent cell’s cytoplasm, and occurs right after mitosis



Cell division enables multicellular organisms to develop. ____________

A cell must have half a set of genetic material to function. ____________

Cells come from other cells through transportation. ____________

Take NotesI. The cell cycle includes interphase and cell division. (p. 80)

2. Describe the two phases of the cell cycle.

Interphase:

Cell division phase:

A. Interphase (p. 81)

3. Fill in the word triangle diagram for interphase.

interphase:

During interphase, the cell grew to twice its original size.

SECTION

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BOTH SEXUAL AND ASEXUAL REPRODUCTION INVOLVE CELL DIVISION.



KEY CONCEPT Both sexual and asexual reproduction involve cell division.

Vocabularyasexual reproduction occurs when one organism produces one or more new organisms that are identical to itself and that live independentlybinary fi ssion a form of asexual reproduction in which the parent organism splits in two, producing two daughter cellsregeneration the process of new tissue growth at the site of a wound in some multicellular organsims



Mitosis produces four genetically identical cells.

Cells go through a cycle of cellular respiration.

Take NotesI. Asexual reproduction involves one parent. (p. 88)

2. Fill in the combination notes for the main idea shown.

Notes Sketch to Explain

Asexual reproduction involves one parent.

• The two processes cells use to divide are: _______

_________________________________________.

• In multicellular organisms, the daughter cells do not

live ______________________________________.

• Most unicellular organisms reproduce using

_________________________________________.

• The offspring produced by asexual reproduction are genetically identical to

_________________________________________

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MEIOSIS IS A SPECIAL FORM OF CELL DIVISION.


BIG IDEA In sexual reproduction, genes are passed from parents to offspring in predictable patterns.

KEY CONCEPT Meiosis is a special form of cell division.

Vocabularygamete cells that contain half the usual number of chromosomesegg a gamete formed in the reproductive organs of the femalesperm a gamete formed in the reproductive organs of the malefertilization when a sperm and an egg combine to form one new cellmeiosis a special kind of cell division that produces haploid cells

Review 1. If the sentence is true, write true. If the sentence is false, replace the

underlined term to make the sentence true.

Mitosis produces two genetically identical cells.

Genetic traits are inherited in unpredictable patterns.

Offspring inherit traits from only one parent in sexual reproduction.

Take NotesI. Meiosis is necessary for sexual reproduction. (p. 117)

2. Fill in the main idea and detail notes for the main ideas shown.

Main Idea Detail Notes

1. Eukaryotes that can reproduce sexually contain two types of cells.

A. Body cells contain _________________________

________________________________________.

B. gametes:

2. Two gametes combine to create a cell that can grow into a new offspring.

A. egg: a gamete formed in the reproductive organs of the female

B. sperm: a gamete formed in the reproductive organs of the male

3. A special kind of cell division creates gametes. A. meiosis:

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CELL DIVISION

Vocabulary

DNAchromosomecell cycle

interphasemitosiscytokinesis

asexual reproductionbinary fi ssionregeneration

A. ANSWER AND QUESTIONThe answer to each vocabulary word question is given below. On the line, provide the question for each answer.

Example

A: The smallest unit that is able to perform the basic activities of life.

Q: What is a cell?

1. A: The part of the cell cycle during which the nucleus divides.

Q:

2. A: The part of the cell cycle during which a cell is not dividing.

Q:

3. A: It results in two completely independent cells, that are genetically identical to the parent cell.

Q:

4. A: The division of the parent cell’s cytoplasm, occurring immediately after mitosis.

Q:

5. A: DNA is compacted into these structures that can be seen with a light microscope.

Q:

6. A: A chemical code that contains information for a cell’s growth and function.

Q:

7. A: A process in certain multicellular organisms by which special cells can grow new tissue of different types.

Q:

8. A: The normal sequence of development and division of a cell.

Q:

166 CELLS AND HEREDITY, CHAPTER 3, VOCABULARY PRACTICE

CHAPTER

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Patterns in Pedigrees Stopping to Think Questions

1.

a. Look carefully at Figure 1 below. Explain how the information in the pedigree tells you whether orange tail color is dominant or recessive.

b. You have used the symbols T and t for the alleles of the critter tail-color gene. Label each critter in the diagram below with the gene combination you think it must have.

c. Why don’t you know whether each blue-tailed critter in Generation Three is homozygous or heterozygous?

2.


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a. Is PKU likely to be a dominant or a recessive trait? b. How did the individuals in the pedigree in Figure 2 on page D-67 inherit it?

c. Label each individual with the allele combination(s) he or she might have.

3. Why is it impossible for an individual to inherit a recessive condition if only one parent is a carrier for that condition?

4. Use the chart on page D-69 to answer the following:

a. Is polydactyly likely to be a dominant or a recessive trait?

b. How did the individuals in the pedigree inherit it?


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c. Label each individual with the allele combination(s) he or she might have.

5. Look back at Activity 65, “Breeding Critters – More Traits.”

a. Which characteristic modeled incomplete dominance?

b. Which characteristic modeled co-dominance? 6. Which two blood types are co-dominant? Which blood type is recessive?


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Patterns in Pedigrees Analysis Questions

1) The pedigrees below represents the blood types in four unrelated families. In

each case, the parents have Type A and Type B blood.

a) Which of the eight parents are definitely heterozygous for the Type 0 allele? Explain.

b) Which of the eight parents are probably not heterozygous for the Type O allele? Explain.

c) Can you be certain that the parents you named in response to Question 1b do not have the Type O allele? Explain.


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2) The pedigree below shows a genetic condition. Use the information it provides to answer the questions below.

a) Is the condition most likely a dominant or a recessive trait? Explain your

reasoning.

b) Is Jan most likely to be homozygous dominant, heterozygous, or homozygous recessive?


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3. The pedigree below represents another genetic condition.

a. Is the condition most likely a dominant or a recessive trait? Explain

your reasoning.

b. Is Marcus most likely to be homozygous dominant, heterozygous, or

homozygous recessive?


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4. The following pedigree represents yet another genetic condition.

a. Is the condition most likely a dominant or a recessive trait? Explain

your reasoning.

b. Is Sophia most likely to be homozygous dominant, heterozygous, or

homozygous recessive?

5. The term carrier is used very differently in genetics than in the study of diseases.

a. What is being “carried” by a genetic carrier? What is being “carried” by a disease carrier?

b. How does the transmission occur for genetic conditions? How does the transmission occur for infectious diseases?


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Pros and Cons of Genetic Testing

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Pros Cons


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Name Date


Discussion Web: Should Joe Be Tested?

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What Would You Do? Analysis Questions

1)

a) If Joe has the Marfan syndrome, is he likely to be homozygous or

heterozygous? Explain your answer.

b) If Joe has the Marfan syndrome and has a child someday, what is the probability that his child will have the Marfan syndrome?

(Assume that the child’s mother does not have the Marfan syndrome) Make a Punnett Square and explain your answer.


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2). The Marfan syndrome is a dominant trait. Write your own definition of dominant trait as it is used in genetics. Use evidence to explain whether the dominant trait is always the most common trait in the human population.

3) Pretend that you are Joe’s friend. Write a letter to Joe telling him

whether you think he should be tested.


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Name Date


Guide to the Lost Children

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Fill in the table below with the possible allele combination(s) for each person. This will help you to

complete Student Sheet 68.2.

Type A = AA or AO (A is dominant over O)

Type B = BB or BO (B is dominant over O)

Type AB = AB (A and B are co-dominant)

Type O = OO (O is recessive)

Rh+ = Rh+Rh+ or Rh+Rh- (Rh+ is dominant)

Rh- = Rh-Rh- (Rh- is recessive)

Blood Type and Rh Factor andPossible Alleles Possible Alleles

Belinda A Rh+

John O Rh+

Mai AB Rh-

Paul B Rh-

Table 1: Parents

Blood Type and Rh Factor andPossible Alleles Possible Alleles

Girl 1 AB Rh+

Girl 2 A Rh-

Girl 3 O Rh+

Girl 4 B Rh-

Boy 5 AB Rh+

Boy 6 A Rh+

Boy 7 AB Rh-

Boy 8 O Rh-

Table 2: Children


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Searching for the Lost Children John and Belinda: Child’s Possible Blood Types Use the Punnett Squares below to help you figure out what the possible blood types are for John and Belinda’s children.

Please list the possible blood types here: John and Belinda: Child’s Possible Rh Factor Use the Punnett Squares below to help you figure out what the possible Rh Factors are for John and Belinda’s children.

Please list the possible Rh Factors here:


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Searching for the Lost Children Mai and Paul: Child’s Possible Blood Types Use the Punnett Squares below to help you figure out what the possible blood types are for Mai and Paul’s children.

Please list the possible blood types here: Mai and Paul’s: Child’s Possible Rh Factor Use the Punnett Squares below to help you figure out what the possible Rh Factors are for Mai and Paul’s children.

Please list the possible Rh Factors here:


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Name Date


Finding the Lost Children

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Child

Could childbe John andBelinda’s?(Yes/no)

Reason

Could childbe Mai and

Paul’s?(Yes/no)

Reason

Girl 1

Girl 2

Girl 3

Girl 4

Boy 5

Boy 6

Boy 7

Boy 8


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Searching for the Lost Children Analysis Questions

1) How certain are you that some of the eight children belong to Belinda

and John or Mai and Paul?

2) What additional evidence would help you identify the lost children?


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KWL: DNA and DNA Fingerprints

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BEFORE the Reading AFTER the Reading

What I know about DNAand DNA fingerprints

What I want to know aboutDNA and DNA fingerprints

What I learned about DNAand DNA fingerprints

Complete the first two columns before doing Activity 69. Complete the last column afterfinishing the activity.


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Evidence from DNA Analysis Questions

1) In the table below, match the steps you did in the simulation to the steps

scientists use to make DNA fingerprints. What scientists do What we did in the simulation Extract DNA from Cells

Cut the DNA with enzymes

Use an agar gel and electric current to separate DNA pieces

Make the DNA visible

2) Look at the DNA fingerprint on page D-85.

a. Which single band represents the smallest piece of DNA? Explain how you can tell.

b. Which single band represents the most common length of DNA for this fingerprint? Explain how you can tell.

3) Why are DNA fingerprints unique to each person? In your explanation, refer

to the way that DNA is cut up and sorted, and refer to the DNA of Person 1 and Person 2 from the activity.


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Name Date


Children’s DNA Fingerprints

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Boy 5

Girl 3

Boy 7

Girl 1

Boy 6 Boy 8

Girl 2 Girl 4!

!

Cut out these DNA fingerprints and use them to determine who could be the children

of John and Belinda or of Mai and Paul.

Cut here and leave the label on the strip

Cut here and leave the label on the strip


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Finding the Lost Children Analysis Questions

1) Use DNA fingerprint evidence and the blood type evidence from

Activity 68, “Searching for the Lost Children,” to explain each of the following:

a. Which child or children are NOT likely to be those of Belinda and John?

b. Which child or children are likely to be those of Belinda and John?

c. Which child or children are NOT likely to be those of Mai and Paul?

d. Which child or children are likely to be those of Mai and Paul?


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2. Write a convincing statement about which of the eight children (if any) are the children of Belinda and John, and which of the children (if any) are the children of Mai and Paul. In your statement, provide as much evidence as you can to convince a judge that the biological children of these parents have been found. Be sure to include evidence from previous activities.


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Ethics

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Ethics:

The process of thinking and discussing bywhich we decide on issues of right (good)and wrong (bad) as applied to people andtheir actions.

Science and technology determine what wecan do.

Ethics helps us decide what we should do.


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Name Date


Goals, Rights, and Duties

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Discussion Web: Should We?

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Should We? Analysis Questions

1) What are the pros and cons of reuniting the children with

their biological parents or grandparents seven years later? 2) Imagine you are a judge trying to make a fair and final

decision about whether to reunite the children from Samarra with their biological families from Namelia. Write your ruling and your explanation. Be sure to discuss any difficult ethical trade-offs of your decision.


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Our Genes Our Selves


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108



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Cells & Heredity Scavenger Hunt - School District of ... · Cells & Heredity Scavenger Hunt ... What is the topic of Chapter Two, Section Two? 4) ... THE CELL Vocabulary organism

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