Cells & Heredity Scavenger Hunt

Transcription

1 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: Our Genes Our Selves Unit 1

2 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? Our Genes Our Selves Unit 2

3 SECTION 1.1 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. Vocabulary organism an individual form of life that uses energy to carry out activities unicellular consisting of a single cell multicellular consisting of many cells microscope an instrument that uses lenses to make an object appear bigger than it really is bacteria tiny single-celled organisms CHAPTER 1 The Cell 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. Copyright by McDougal Littell, a division of Houghton Mifflin Company Take Notes I. 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. Its body must be organized in a way that enables it to An organism must have these four characteristics to be regarded as a living thing. It must be able to respond to It must be able to It must be able to reproduce. CELLS AND HEREDITY, CHAPTER 1, READING STUDY GUIDE A 13 Our Genes Our Selves Unit 3

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6 III. Plants and animals have eukaryotic cells. (p. 21) 4. Fill in the four square diagram for organelle. CHAPTER 1 The Cell Definition: Examples: ORGANELLE Characteristics: its activities are separate from other organelles Nonexamples: A. Structures That Process Information, Organelles That Provide Energy, and Organelles That Process and Transport (pp ) 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? Copyright by McDougal Littell, a division of Houghton Mifflin Company 24 CELLS AND HEREDITY, CHAPTER 1, READING STUDY GUIDE A Our Genes Our Selves Unit 6

7 SECTION 1.3 DIFFERENT CELLS PERFORM VARIOUS FUNCTIONS. Reading Study Guide A CHAPTER 1 The Cell BIG IDEA All living things are made up of cells. KEY CONCEPT Different cells perform various functions. Vocabulary specialization the particular organization of a cell and its organelles that allows it to do a specific job tissue a group of similar cells organized to do a specific job organ different tissues that work together to perform a particular function Review 1. Fill in the concept map for cells. CELLS Take Notes can be seen using prokaryotic some are I. Organisms can be classified by their cell type. (p. 26) plant cells and animal cells have similarities and differences 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 fits. Have a tough cell wall First discovered in the 1970s Have no nucleus Archaea Bacteria Copyright by McDougal Littell, a division of Houghton Mifflin Company 34 CELLS AND HEREDITY, CHAPTER 1, READING STUDY GUIDE A Our Genes Our Selves Unit 7

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9 CHAPTER 1 THE CELL Vocabulary organism unicellular multicellular microscope bacteria cell membrane cytoplasm nucleus eukaryotic cell prokaryotic cell organelle cell wall chloroplast mitochondria specialization tissue organ CHAPTER 1 The Cell A. DEFINITIONS On the line, write the vocabulary word that matches the definition. 1. Organisms that are one single cell. 2. A group of similar cells that are organized to do a specific job. 3. In this, the DNA is kept in the nucleus, which is enclosed by its own membrane. Copyright by McDougal Littell, a division of Houghton Mifflin Company 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 specific 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 fluid within the cell membrane where most of the work of the cell is carried out. CELLS AND HEREDITY, CHAPTER 1, VOCABULARY PRACTICE 45 Our Genes Our Selves Unit 9

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11 Name Date Human Traits: Group Results Trait Name: Name: Name: Name: Group Totals Eye Color: blue brown gray green hazel Tongue Rolling: yes no Finger Crossing: yes no Height (in cm) Armspan (in cm) 2009 The Regents of the University of California PTC Tasting: yes no Issues and Life Science Student Sheet 54.1 D-13 Our Genes Our Selves Unit 11

12 Name Date Human Traits: Class Results Trait Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Class Totals Eye Color: blue brown gray green hazel Tongue Rolling: yes no Finger Crossing: yes no Height (in cm) cm cm cm cm cm cm 2009 The Regents of the University of California cm Armspan (in cm) cm cm cm cm cm cm PTC Tasting: yes no Issues and Life Science Student Sheet 54.2 D-15 Our Genes Our Selves Unit 12

13 Bar Graph Grid 2009 The Regents of the University of California Issues and Life Science Transparency 54.2 D-11 Our Genes Our Selves Unit 13

14 Investigating Human Traits Analysis Questions 1) For each of the six 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 Finger-crossing PTC tasting height Arm-span 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. Our Genes Our Selves Unit 14

15 Name Date Talking Drawing: Plant Offspring 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. Grandparents Parents Offspring?????? PLANT GENERATIONS 2009 The Regents of the University of California Issues and Life Science Student Sheet 55.1 D-23 Our Genes Our Selves Unit 15

16 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. Our Genes Our Selves Unit 16

17 Joe s Dilemma Questions Joe should ask Dr. Foster Advantages of being tested Disadvantages of being tested Our Genes Our Selves Unit 17

18 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? Our Genes Our Selves Unit 18

19 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? Our Genes Our Selves Unit 19

20 Name Date Three-level Reading Guide: Reproduction 1. Check the statements below that you believe agree with what the reading says. Sometimes, the exact words found in the reading are used. At other times, 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 meaning of the reading. a. An organism that is produced by sexual reproduction is genetically 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 your choices with ideas from the reading and from your own knowledge and experience. a. It is possible for an offspring produced by sexual reproduction to be 2009 The Regents of the University of California 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. Issues and Life Science Student Sheet 57.1 D-41 Our Genes Our Selves Unit 20

21 Asexual CopyCat Analysis Questions Reproduction 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 whiteflowered geranium with shiny leaves, with a goal of producing a red-flowered geranium with shiny leaves. Our Genes Our Selves Unit 21

22 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. Our Genes Our Selves Unit 22

23 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. Our Genes Our Selves Unit 23

24 Critters Template 2009 The Regents of the University of California Issues and Life Science Transparency 58.4 D-55 Our Genes Our Selves Unit 24

25 Name Date 54 Modeling Genes Scientists often construct simple models that help them test hypotheses. In this activity, 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 the organism. CHALLENGE How are simple inherited traits passed from parents to their offspring and then to the next generation? MATERIALS For each group of four students 1 copy of Transparency 58.4, Critter Template 20 orange plastic disks 30 blue plastic disks PROCEDURE 1. 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 The Regents of the University of California 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. Issues and Life Science Student Sheet 58.1a Our Genes Our Selves Unit 25 D-57

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27 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 tradeoffs of using models to investigate the real world? Our Genes Our Selves Unit 27

28 The Coin-Tossing Model a. The outcome of a coin toss (heads or tails) represents the one version of a tail-color gene that is contained in the sex cell (sperm or egg) contributed by a parent critter. Tails represents the blue version and heads represents the orange version. b. A future offspring critter receives a version of the tail-color gene from each of its two parents when fertilization occurs. c. Each side of the coin represents one of the two versions of the tail-color gene carried by each Generation Two critter, such as Ocean and Lucy. d. Blue tail color is dominant to orange tail color. This means that if a critter has at least one copy of the blue version of the gene, its tail is blue. A critter has an orange tail only if it has no blue versions of the tailcolor gene The Regents of the University of California Issues and Life Science Transparency 59.1 D-71 Our Genes Our Selves Unit 28

29 Name Date Gene Combo Results Offspring Ocean s contribution (T or t?) Lucy s contribution (T or t?) Offspring s genes (TT, Tt, tt, or tt?) Offspring s tail color (blue or orange?) The Regents of the University of California Heads = T Tails = t Issues and Life Science Student Sheet 59.1 Our Genes Our Selves Unit 29 D-75

30 Gene Combo Totals Student Group Coin Tossing Model Results No. of Blue Tails No. of Orange Tails 2009 The Regents of the University of California Totals Issues and Life Science Transparency 59.2 Our Genes Our Selves Unit 30 D-73

31 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 Our Genes Our Selves Unit 31

32 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? Our Genes Our Selves Unit 32

33 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. Our Genes Our Selves Unit 33

34 Mendel s Results 2009 The Regents of the University of California Flower Color Seed Color Seed Surface Pod Color Original Cross (Generation One) purple x white green x yellow wrinkled x smooth green x yellow Generation Two Offspring all purple all yellow all smooth all green Generation Three 705 : 224 6,022 : 2,001 5,474 : 1, : 152 Offspring (purple:white) (yellow:green) (smooth:wrinkled) (green:yellow) Issues and Life Science Transparency 60.1 D-83 Our Genes Our Selves Unit 34

35 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 Seed Color Ratio is 3.15 : 1 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? Our Genes Our Selves Unit 35

36 3) Look at Figure 1, which shows the ratio of green-seeded to yellowseeded 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? Our Genes Our Selves Unit 36

37 Name Date Punnett Squares Step by Step 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 for the 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 and the allele to its left. Tail Color T t Key: T = 2009 The Regents of the University of California T t c. Use either a blue pencil or a regular pencil to shade in the squares for offspring that will have blue tails in your Punnett square above. d. About what fraction of the offspring of Ocean and Lucy are predicted to have blue tails, according to the Punnett square? e. About what fraction are predicted to have orange tails? t = Issues and Life Science Student Sheet 61.1a D-93 Our Genes Our Selves Unit 37

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39 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? Our Genes Our Selves Unit 39

40 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. Our Genes Our Selves Unit 40

41 Simple 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? Our Genes Our Selves Unit 41

42 Rr x Rr What percentage of the offspring will be round? RR x Rr What percentage of the offspring will be round? 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? Our Genes Our Selves Unit 42

43 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! Our Genes Our Selves Unit 43

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45 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. CHAPTER 4 Patterns of Heredity IV. Alleles interact to produce traits and Phenotype and Genotype and Dominant and Recessive Alleles (pp ). 7. In the table below, write one example for phenotype and one for genotype. Phenotype Genotype Name Description Example Actual characteristics Genes an organism has Copyright by McDougal Littell, a division of Houghton Mifflin Company 194 CELLS AND HEREDITY, CHAPTER 4, READING STUDY GUIDE A Our Genes Our Selves Unit 45

46 SECTION 4.2 PATTERNS OF HEREDITY CAN BE PREDICTED. Reading Study Guide A BIG IDEA In sexual reproduction, genes are passed from parents to offspring in predictable patterns. KEY CONCEPT Patterns of heredity can be predicted. Vocabulary Punnett square a graphic that shows how parents alleles might combine in offspring ratio two numbers that show the relationship between two amounts probability the chance that something will happen percentage a ratio that compares a number to 100 Review 1. Fill in the concept map for traits. TRAITS Copyright by McDougal Littell, a division of Houghton Mifflin Company Take Notes passed from are inherited to I. Punnett squares show possible outcomes for inheritance. (p. 110) 2. Fill in the frame game for Punnett square. PUNNETT SQUARE CHAPTER 4 Patterns of Heredity helps to understand heredity CELLS AND HEREDITY, CHAPTER 4, READING STUDY GUIDE A 203 Our Genes Our Selves Unit 46

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48 CHAPTER 4 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 PROBLEM A 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 CHAPTER 4 Patterns of Heredity Possible outcomes: Ratio: There are 4 possible outcomes shown in the square for the offspring. 2 of the 4 show bb, or blue eyes. Expressed as percent: 2:4 4 2 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 find each probability. 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: Copyright by McDougal Littell, a division of Houghton Mifflin Company 228 CELLS AND HEREDITY, CHAPTER 4, MATH SUPPORT Our Genes Our Selves Unit 48

49 CHAPTER 4 PATTERNS OF HEREDITY Math Practice Using Punnett Squares Use a Punnett Square to find each probability. 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? 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? 3. Both parent organisms have brown eyes (Bb). What is the probability that an offspring will have brown eyes? 4. Both parent organisms have white fur (bb). What is the probability that an offspring will have white fur? Copyright by McDougal Littell, a division of Houghton Mifflin Company 5. One parent organism has red flowers (Rw), while the other has white flowers (ww). What is the probability that an offspring will have white flowers? 6. Both parent organisms have red flowers (Rw). What is the probability that an offspring will have white flowers? CHAPTER 4 Patterns of Heredity Our Genes Our Selves Unit 49 CELLS AND HEREDITY, CHAPTER 4, MATH PRACTICE 229

50 Class Results Student Group Germinating Plants Results No. of Green Seedlings No. of Yellow Seedlings 2009 The Regents of the University of California Totals Issues and Life Science Transparency 62.1 D-103 Our Genes Our Selves Unit 50

51 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? Our Genes Our Selves Unit 51

52 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. Our Genes Our Selves Unit 52

53 B3 Crazy Traits What role does chance play in an organism3s heredity? 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. Investigation B3 Additional materials O O Name tags Markers 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 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 Repeat this procedure for traits 3 through 14. Crazy Traits Copyright 2008 CPO Science Can be duplicated for classroom use 1 Our Genes Our Selves Unit 53

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60 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? Our Genes Our Selves Unit 60

61 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. Our Genes Our Selves Unit 61

62 SECTION 3.1 CELL DIVISION OCCURS IN ALL ORGANISMS. Reading Study Guide A BIG IDEA Organisms grow, reproduce, and maintain themselves through cell division. KEY CONCEPT Cell division occurs in all organisms. Vocabulary DNA deoxyribonucleic acid, the genetic material in cells that contains information for a cell s growth and function chromosome structures of DNA formed when a cell prepares to divide Review 1. Fill in the concept map for cells. come from CELLS take in and release in a multicellular organism, some are Copyright by McDougal Littell, a division of Houghton Mifflin Company Take Notes I. 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 CHAPTER 3 Cell Division. CELLS AND HEREDITY, CHAPTER 3, READING STUDY GUIDE A 133 Our Genes Our Selves Unit 62

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64 SECTION 3.2 CELL DIVISION IS PART OF THE CELL CYCLE. Reading Study Guide A BIG IDEA Organisms grow, reproduce, and maintain themselves through cell division. KEY CONCEPT Cell division is part of the cell cycle. Vocabulary cell cycle the normal sequence of development and division of a cell interphase the part of the cell cycle when a cell is not dividing but is carrying out its normal functions, such as cellular respiration mitosis the part of the cell cycle during which the nucleus divides cytokinesis the process that divides the parent cell s cytoplasm, and occurs right after mitosis Review 1. If the sentence is true, write true. If the sentence is false, replace the underlined term to make the sentence true. Cell division enables multicellular organisms to develop. A cell must have half a set of genetic material to function. CHAPTER 3 Cell Division Cells come from other cells through transportation. Take Notes I. 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. Copyright by McDougal Littell, a division of Houghton Mifflin Company 144 CELLS AND HEREDITY, CHAPTER 3, READING STUDY GUIDE A Our Genes Our Selves Unit 64

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66 SECTION 3.3 BOTH SEXUAL AND ASEXUAL REPRODUCTION INVOLVE CELL DIVISION. Reading Study Guide A BIG IDEA Organisms grow, reproduce, and maintain themselves through cell division. KEY CONCEPT Both sexual and asexual reproduction involve cell division. Vocabulary asexual reproduction occurs when one organism produces one or more new organisms that are identical to itself and that live independently binary fission a form of asexual reproduction in which the parent organism splits in two, producing two daughter cells regeneration the process of new tissue growth at the site of a wound in some multicellular organsims 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 four genetically identical cells. Cells go through a cycle of cellular respiration. Copyright by McDougal Littell, a division of Houghton Mifflin Company Take Notes I. Asexual reproduction involves one parent. (p. 88) 2. Fill in the combination notes for the main idea shown. Notes 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 Sketch to Explain CHAPTER 3 Cell Division CELLS AND HEREDITY, CHAPTER 3, READING STUDY GUIDE A 155 Our Genes Our Selves Unit 66

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68 SECTION 4.3 MEIOSIS IS A SPECIAL FORM OF CELL DIVISION. Reading Study Guide A 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. Vocabulary gamete cells that contain half the usual number of chromosomes egg a gamete formed in the reproductive organs of the female sperm a gamete formed in the reproductive organs of the male fertilization when a sperm and an egg combine to form one new cell meiosis 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. CHAPTER 4 Patterns of Heredity Take Notes I. Meiosis is necessary for sexual reproduction. (p. 117) 2. Fill in the main idea and detail notes for the main ideas shown. Main Idea 1. Eukaryotes that can reproduce sexually contain two types of cells. 2. Two gametes combine to create a cell that can grow into a new offspring. Detail Notes A. Body cells contain. B. gametes: 3. A special kind of cell division creates gametes. A. meiosis: A. egg: a gamete formed in the reproductive organs of the female B. sperm: a gamete formed in the reproductive organs of the male Copyright by McDougal Littell, a division of Houghton Mifflin Company 214 CELLS AND HEREDITY, CHAPTER 4, READING STUDY GUIDE A Our Genes Our Selves Unit 68

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70 CHAPTER 3 CELL DIVISION Vocabulary DNA chromosome cell cycle interphase mitosis cytokinesis asexual reproduction binary fission regeneration A. ANSWER AND QUESTION The 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: CHAPTER 3 Cell Division 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: Copyright by McDougal Littell, a division of Houghton Mifflin Company 8. A: The normal sequence of development and division of a cell. Q: 166 CELLS AND HEREDITY, CHAPTER 3, VOCABULARY PRACTICE Our Genes Our Selves Unit 70

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72 Patterns in Pedigrees Stopping to Think Questions 1. a. Look carefully at Figure 1 on page D-66. 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? Our Genes Our Selves Unit 72

73 2. 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? Our Genes Our Selves Unit 73

74 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? Our Genes Our Selves Unit 74

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76 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. Our Genes Our Selves Unit 76

77 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? Our Genes Our Selves Unit 77

78 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? Our Genes Our Selves Unit 78

79 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? Our Genes Our Selves Unit 79

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85 Pros and Cons of Genetic Testing Pros Cons 2009 The Regents of the University of California Issues and Life Science Transparency 67.1 D-165 Our Genes Our Selves Unit 85

86 Name Date Discussion Web: Should Joe Be Tested? Yes Should Joe be No tested? 2009 The Regents of the University of California Issues and Life Science Student Sheet 67.1 D-167 Our Genes Our Selves Unit 86

87 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. Our Genes Our Selves Unit 87

88 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. Our Genes Our Selves Unit 88

89 Name Date Guide to the Lost Children Fill in the table below with the possible allele combination(s) for each person. This will help you to complete Student Sheet 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) Table 1: Parents Blood Type and Rh Factor and Possible Alleles Possible Alleles Belinda A Rh + John O Rh + Mai AB Rh - Paul B Rh - Table 2: Children 2009 The Regents of the University of California Blood Type and Rh Factor and Possible 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 - Issues and Life Science Student Sheet 68.1 D-179 Our Genes Our Selves Unit 89

90 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: Our Genes Our Selves Unit 90

91 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: Our Genes Our Selves Unit 91

92 Name Date Finding the Lost Children Child Could child be John and Belinda s? (Yes/no) Reason Could child be Mai and Paul s? (Yes/no) Reason Girl 1 Girl 2 Girl 3 Girl 4 Boy The Regents of the University of California Boy 6 Boy 7 Boy 8 Issues and Life Science Student Sheet 68.2 D-181 Our Genes Our Selves Unit 92

93 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? Our Genes Our Selves Unit 93

94 Name Date KWL: DNA and DNA Fingerprints Complete the first two columns before doing Activity 69. Complete the last column after finishing the activity. BEFORE the Reading AFTER the Reading What I know about DNA and DNA fingerprints What I want to know about DNA and DNA fingerprints What I learned about DNA and DNA fingerprints 2009 The Regents of the University of California Issues and Life Science Student Sheet 69.1 D-193 Our Genes Our Selves Unit 94

95 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. Our Genes Our Selves Unit 95

96 Name Date Children s DNA Fingerprints 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 Girl 1 Girl 2 Girl 3 Girl 4 Cut here and leave the label on the strip Boy 5 Boy 6 Boy 7 Boy The Regents of the University of California Issues and Life Science Student Sheet 70.1 D-207 Our Genes Our Selves Unit 96

97 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? Our Genes Our Selves Unit 97

98 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. Our Genes Our Selves Unit 98