Module 6 Mendelian Genetics - Lisa McNeillisamcneilatargyll.weebly.com/.../30_module_6.pdf · Biology 30: Module 6 Assignment 11 (11 marks) Lesson 5: Probability This Module 6: Lesson

Biology 30: Module 6 Assignment

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Module 6 Mendelian Genetics

Student Name: ________________________________________


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Total Possible Marks Your Mark

Lesson 2

20

Lesson 3

12

Lesson 4

29

Lesson 5

11

Lesson 6

24

Lesson 7

16

Lesson 9

10

Lesson 10

11

Total Marks

133

Teacher Comments:


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There is no Assignment for Module 6: Lesson 1. However, you are still responsible for learning the material presented in the lesson.

(20 marks) Lesson 2: Mendel’s Laws and Monohybrid Crosses

This Module 6: Lesson 2 Assignment is worth 20 marks. The value of each question is stated in the left margin.

One Trait Mouse Genetics Lab on the LearnAlberta website, search “Mouse Genetics (One Trait)”

Observation

(2 marks) 1. Begin with Activity A in the Exploration Guide (click “Lesson Materials” to access the guide) for the One Trait Mouse Genetics Gizmo. When you get to step 4 of Activity A (after breeding hybrids),

click on the “Copy Screen” button near the bottom right and paste the resulting image in a Paint document. Either print and attach the image to this assignment, or draw a diagram of the image in the space below. Be sure that “Show statistics” is turned on.

(2 marks) 2. Continue to work through the Exploration Guide. After you have completed step 4 of Activity C (the

cross between a heterozygous black mouse and a homozygous white mouse), take a copy of your screen and print it using a Paint document and attach it to this assignment or draw a diagram of it in the space below. Be sure that “Show statistics” is turned on.


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Calculations

(1 mark) 1. Based on the information from “Question 1” (of crossing hybrids) on the previous page, what was the expected ratio of Black : White offspring? ** Note: “expected ratio” is NOT the result of the first cross you did in the gizmo

(2 marks) 2. What actual numbers did you discover from 100 crosses? How do these numbers compare to the expected ratio?

(1 mark) 3. Based on the information from “Question 2” (of crossing a heterozygous and a homozygous mouse) on the previous page, what was the expected ratio of Black : White offspring?


Conclusions Answer the following questions about the simulation you carried out.

(1 mark) 1. What combinations of parents give rise to only white-fur offspring?

(1 mark) 2. What combinations of parents give rise to only black-fur offspring?

(1 mark) 3. What combinations of parents give rise to both black-fur and white-fur offspring?

(2 marks) 4. Complete the following Punnett Square.

Parent 1

Pa

ren

t 2

F f

F

f


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(1 mark)

5.

When a homozygous, or pure breeding, white mouse is crossed with a heterozygous black mouse, what is the expected Black : White ratio in the offspring?

(1 mark) 6. When a homozygous, or pure breeding, white mouse is crossed with a homozygous black mouse, what is the expected Black : White ratio in the offspring?

(1 mark) 7. The parents in both of the crosses look the same. Why are the results different?

(2 marks) 8. How can a pure white mouse help determine the genotype of a black mouse? (Hint: We cannot see genotype but we can see differences in the phenotype of their offspring).


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(12 marks) Lesson 3: Multiple Alleles and Incomplete Dominance Crosses This Module 6: Lesson 3 Assignment is worth 12 marks. The value of each assignment and each question is stated in the left margin.

Chicken Genetics Simulation on the LearnAlberta website, search for “Chicken Genetics”

Observations

(2 marks) 1. In the Gizmo on Chicken Genetics, click on the “Copy Screen” button near the bottom right and paste the resulting image (Heterozygous Cross – Activity B, Step 4 in the Exploration Guide) in a Paint

document. Save the document, and print and attach it or draw a diagram of the image in the space below. Be sure “Show statistics” is turned on.

(1 mark) 1. Based on the heterozygous cross above, what was the expected ratio of Red : Red/White : White offspring?

(2 marks) 2. What actual numbers did you discover from your 100 crosses? How do these numbers compare to the expected ratio?


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Conclusions Answer the following questions about the simulation you carried out.

(2 marks) 1. Complete the following Punnett Square

Parent 1

Pa

ren

t 2

FR

FW

FR

FW

(2 marks) 2. When a homozygous chicken (white or red) is bred to a heterozygous chicken (red/white), a.) approximately what percentage of the offspring will be homozygous? b.) what percentage will be heterozygous?

a. __________

b. __________

(3 marks) 3. Are there any combinations of parent chicken genotypes that produce both red offspring and white offspring, but no red/white offspring? Explain why or why not.


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(29 marks) Lesson 4: Dihybrid Crosses This Module 6: Lesson 4 Assignment is worth 29 marks. The value of each question is stated in the left margin.

Two Trait Mouse Genetics Lab on the LearnAlberta website, search “Mouse Genetics (Two Traits)”

Observations

(2 marks) 1. Activity A Work through the activity until you complete step 4 (crossing FfEe x FfEe). Click on the “Copy

Screen” button near the bottom right and paste the resulting image in a Paint document. Save the image and then print it and attach it to the assignment, or draw it below (you need to include the Punnett square in your drawing). Be sure “Show statistics” is turned on.

CALCULATIONS

(1 mark) 1. Based on FfEe crossed with FfEe, what is the expected ratio of Black : White fur offspring?


(1 mark) 3. Based on the FfEe crossed with FfEe, what is the expected ratio of Black : Red eye offspring?



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5. From Activity A:

(1 mark) a. What was the theoretical probability of inheriting black fur (ignoring eye colour)?

(1 mark) b. What was the theoretical probability of inheriting black eyes (ignoring fur colour)?

(1 mark) c. Assuming the inheritance of each trait is independent, what is the probability of inheriting black fur and black eyes? (Hint: For independent events you should multiply the probabilities)

(1 mark) d. Using the same reasoning, what is the probability of inheriting white fur and red eyes?

(1 mark) e. What is the probability of inheriting black fur and red eyes?

(1 mark) f. What is the probability of inheriting white fur and black eyes?

CONCLUSION

Parent 1 (FfEe)

Parent 2 (FfEe)

FE Fe fE fe

FE

Fe

fE

fe

(1 mark) 2. Of the 16 offspring represented in the Punnett square, how many have black fur and black eyes? (Hint: Look for mice with at least one F and at least one E allele.)

(2 marks) 3. a.) How many have black fur and red eyes? b.) How many have white fur and black eyes?

a. __________ b. __________

(4 marks) 1. Complete the following Punnett square.


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(1 mark) 4. How many have white fur and red eyes?

(1 mark) 5. How do these numbers compare to the probabilities you calculated in question 5 in the “CALCULATIONS” section? Do they coincide?

ACTIVITY B

(2 marks) 1. Work through the activity until you complete step 3 (crossing FfEe x Ffee). Click on the “Copy

Screen” button near the bottom right and paste the resulting image in a Paint document. Save the image and then print it and attach it to the assignment, or draw it below (you need to include the Punnett square in your drawing). Be sure “Show statistics” is turned on.

PREDICTION

1. Predict the fraction or percentage for all possible offspring phenotypes given each pair of genotypes

below. You may choose to create a Punnett square, or to work with probabilities.

(2 marks) a. FfEe x ffee Black Fur, Black Eyes: Black Fur, Red Eyes: White Fur, Black Eyes: White Fur, Red Eyes:

(2 marks) b. FfEE x Ffee Black Fur, Black Eyes: Black Fur, Red Eyes: White Fur, Black Eyes: White Fur, Red Eyes:


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(11 marks) Lesson 5: Probability This Module 6: Lesson 5 Assignment is worth 11 marks. The value of each question is stated in the left margin.

(1 mark) 1. What is the general rule for determining the probability of inheriting two specific traits at the same time?

(2 marks)

2.

Apply the concept of probability to a Di-hybrid cross, using widow’s peak hairline and free earlobes as the inherited traits. Widow’s peak is dominant to a straight hairline, and free earlobes are dominant to attached earlobes. Use W for widows peak and w for straight hairline, and E for free earlobes and e for

attached earlobes. What are the chances that two individuals heterozygous for widow’s peak and free earlobes, EeWw, will have a girl with a straight hairline and attached earlobes? (Do not forget that

gender outcome is also a probability.)

3. In humans, Rh+ blood is dominant to Rh–. A man and woman are both Rh+, but their first child is

Rh–.

(1 mark) a. What is the chance that their next child will be Rh–?

(2 marks) b. Calculate the probability that the next child will be an Rh+ girl.


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4. In guinea pigs, black coat colour is dominant to white.

(1 mark) a. What is the probability that a heterozygous black guinea pig crossed with a white one will produce a white offspring?

(1 mark) b. What is the predicted ratio of black to white offspring from this cross?

Using the rule of independent events and the product rule, consider the probabilities for the following di-hybrid cross.

5. Some dogs bark while others are silent when trailing prey. The barking characteristic is due to a

dominant gene (B). Erect ears (E) are dominant to drooping ears (e).

(1 mark) a. If you crossed a dog heterozygous for both traits with a droopy-eared, silent trailer, what are the chances that one of their offspring will be dominant for both traits (erect-eared, barking trailer)?

(1 mark) b. What are the chances of these two dogs producing a droopy-eared, silent trailer?

(1 mark) c. If two dogs heterozygous for both traits were crossed, what would be the chance of them producing a droopy-eared, silent trailer?


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(24 marks) Lesson 6: Chromosomal Theory and Sex-linked Inheritance This Module 6: Lesson 6 Assignment is worth 24 marks. The value of each question is stated in the left margin.

(3 marks) (3 Marks)

Sex Linked Traits Lab (Virtual lab on Biology 30 site: Module 6 > Lesson 6 > Lab page) Drosophila Mating Use the following tables, to record the data you obtained from conducting the two different P crosses (Cross One: red male and white female; Cross Two: white male and red female) using the vials on the shelf. Cross One: Red Male x White Female

Phenotype of Male Parent

Phenotype of Female Parent

# of Red-eye Male Offspring

# of White-eye Male Offspring

# of Red-eye Female Offspring

# of White-eye Female Offspring

P Gen

F1 Gen

F1 Used in Cross

F2 Gen

Cross Two: White Male x Red Female

Phenotype of Male Parent

Phenotype of Female Parent

# of Red-eye Male Offspring

# of White-eye Male Offspring

# of Red-eye Female Offspring

# of White-eye Female Offspring

P Gen

F1 Gen

F1 Used in Cross

F2 Gen

Make sure you have conducted several crosses in the notebook on the screen. This drag and drop practice is easy to do and will help you understand how to analyze X-linked crosses.


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Answer the following questions about the simulation you just carried out (these are the Journal questions

from the simulation).

(2 marks) 1. Describe the phenotypes and genotypes of the parents that you chose on the Punnett squares screen.

(3 marks) 2. a) Describe the offspring (F1 generation) phenotype and genotype ratios that resulted from crossing the parents that you chose on the Punnett squares screen. Then using these ratios, b) what percentage is white-eyed? c) what percentage is red-eyed?

(3 marks) 3. Did you mate Drosophila in the laboratory first, or did you perform genetic crosses using Punnett squares first? Why? Compare and contrast the data you collected from the Punnett squares to the data you collected from the Drosophila mating.

(2 marks) 4. In a mating between a red-eyed male fruit fly and a red-eyed heterozygous female, what percentage of the female offspring is expected to be carriers? How did you determine the percentage?


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(2 marks) 5. In a mating between a red-eyed male fruit fly and a white-eyed female fruit fly, what percentage of the male offspring will have white eyes? Describe how you determined the percentage.

(2 marks) 6. Hemophilia, a blood disorder in humans, results from a sex-linked recessive allele. Suppose the daughter of a mother without the allele and a father with the allele marries a man with hemophilia. What is the probability that the daughter's children will develop the disease? Describe how you determined the probability.

(2 marks) 7. Colorblindness results from a sex-linked recessive allele. Determine the genotypes of the offspring that would result from a cross between a colorblind male and a homozygous female who has normal vision. Describe how you determined the genotypes of the offspring.

(2 marks) 8. Explain why X-linked traits appear more often in males than in females.


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1.

Gecko and Bird Lab on the Learn Alberta website, search “Effect of Temperature on Gender” During this lab you created two larger collections of data: one for the effect of temperature on chicken hatchings, and one for the effect of temperature on gecko hatchings. You followed the instructions given in the guide under heading #2 to create the table and graph for the chicken experiments. Paste the Table and Graph data into the answer boxes below by either copying into a Paint document and printing, or by drawing an approximation of the screenshot in the space below.

(2 marks) a. Table of Evidence for the Chicken Hatchings

(2 marks) b. Graph for the Chicken Hatchings (choose either male or female)

(16 marks) Lesson 7: Genes and the Environment

This Module 6: Lesson 7 Assignment is worth 16 marks. The value of each question is stated in the left margin.


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2. In a similar fashion, follow the instructions under heading #3 to create the table and graph for the

gecko experiments.

(2 marks)

Table of Evidence for the Gecko Hatchings

(2 marks) Graph for the Gecko Hatchings (choose either male or female)


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Conclusions Using your data for the chicken experiments, answer the following questions.

(2 marks) 1. Using the graph you generated, can you see any trend relating the incubator’s temperature to the gender of the birds? Describe any trend you observe.

(2 marks) 2. If the temperature was set to 28°C, could you predict the exact number of male birds that would hatch from 100 eggs? Could you make an approximate estimate? Explain and give numerical values where appropriate.

Using your data for the gecko experiments, answer the following questions.

(2 marks) 1. Using the graph you generated, can you see any trend relating the incubator’s temperature to the gender of the geckos? Describe any trend you observe.

(2 marks) 2. If the temperature was set to 26°C, could you predict the exact number of female geckos that would hatch? Could you make an approximate estimate? Explain and give numerical values where appropriate.

There is no assignment for Module 6: Lesson 8. However, you are still responsible for learning the material presented in the lesson.


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(10 marks) Lesson 9: Crossing Over Frequencies and Gene Mapping This Module 6: Lesson 9 Assignment is worth 10 marks. The value of each question is stated in the left margin.

(6 marks)

(2 marks)

(2 marks)

Lab: Mapping Chromosomes

Constructing gene maps allows researchers to locate and study genes and their inheritance more easily. You will practice creating your own map by completing Part A of “Thought Lab 17.1” on page 602 of your textbook. Follow the instructions given in the text for part A. Create a simple graphic indicating the distance in map units between the genes studied. Make sure your map is correct with respect to relative distance.

Use a key such as 1 cm = 1 map unit. Place a copy of the chromosome map here:

Analysis – Part A

1. 2.


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(11 Marks) Lesson 10: Plant, Animal and Human Genetics

This Module 6: Lesson 10 Assignment is worth 11 marks. Each genotype given is worth one mark

The pedigree below shows the family history for a gene that causes the absence of toenails. The allele

causing the presence of toenails is dominant to the one causing the absence of toenails. Identify the genotype of all individuals in the pedigree below using the following symbols

T = dominant allele t = recessive allele ? = cannot determine this allele from the information given Two genotypes have been given.

This is the end of the module. Please check your work, make sure your name is on the cover, and submit the completed module to your instructor for marking.

Module 6 Mendelian Genetics - Lisa McNeillisamcneilatargyll.weebly.com/.../30_module_6.pdf · Biology 30: Module 6 Assignment 11 (11 marks) Lesson 5: Probability This Module 6: Lesson

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