Heredity Inquiry / Discovery Lab

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1 Name 1 / 7 Heredity Inquiry / Discovery Lab From previous lab, keep in mind the following: How do we conduct good science? ( develop concept of Scientific Method) How do we design an appropriate experiment? Why do you possess your specific physical traits or characteristics? Are these traits really determined by your genes, or can you control some of them? Where, or more correctly, from whom did you get these traits? Did you get all of them from you mother? from your father? Or did one or more traits seem to skip your parents and come from your grandparents? If your siblings have the same parents as you, do you look just like them? Why not? Why didn t you get one or more traits that one of your parents has? IN CLASS DISCUSSION: All of these questions deal with the study of heredity. Heredity is the study of how traits (and the genetic information that encodes them) are passed on. You already have, or will, be studying genetics in class. Genetics is often the broader science, dealing more in structure of genes, and the processes that lead to gene expression. This heredity lab will give a human application to concepts discussed in lecture. You will be taking an inventory of traits that you, your relatives, and you classmates have (or have not!). You will summarize class data, and from them calculate the relative frequencies of each trait. You will learn about the genetic basis for particular traits. Finally, you will make predictions/deduce (when possible) your own genotype for a particular trait that you possess. Terms: Allele one form of a specific gene. There may be (and often are) two or more alleles for a given gene. Each allele expresses the information encoded in the gene somewhat differently. For example, there is one gene that determines flower color in peas, but two alleles of that gene. One allele codes for purple flowers; plants with the purple allele have purple flowers. Another allele codes for white flowers; white flowered plants have white alleles. Alleles occur in pairs in adult organisms; therefore, the flowering plants of our example might have two of the same allele (either purple or white), or one of each allele, depending on what they inherited from their parents. Dominant allele this is an allele that is always expressed when it is present. For example, purple is a dominant allele in peas. Therefore, whether a plant inherits a P allele from both parents, or only from one, the offspring will be purple. This is called a dominant allele because whatever other allele it is paired with, it will always dominate, or be expressed. Recessive allele an allele that may or may not be expressed, depending on what other allele it is paired with. When paired with another like itself, they trait will be expressed. When paired with a dominant allele, the recessive will not be expressed. For example, the white flower allele, p, is recessive in peas. Therefore, for a plant to express white flowers, it must have a genotype of pp. What will be the phenotype of a plant with the genotype Pp? Character(istic) the same as a trait.

2 Name 2 / 7 Genetics the study of the genes; how they are put together, how they function, how they are passed on. Genotype the specific allele combination for a particular trait. If we designate purple alleles as P and white alleles as p, then we might see three possible genotypes: PP, Pp, pp. Phenotype the physical expression of the genotype; what we might call a trait. For example, blood types O, A, B, AB are all different phenotypes that are genetically based. Heredity the study of how traits are passed from generation to generation. Pedigree analysis the keeping of records among family members of specific traits. Trait a condition that is genetically determined and inherited; a character. Lab Assignment: working in groups of 3-4, you will examine yourself or each other for the following traits (see diagrams and discussion, below). Each group will record the number of individuals within their group that has specific traits. When all groups are finished we will combine that data for the entire class, calculating class frequencies. Traits: PTC: Each person will taste a piece of untreated paper. Next, each person will chew a piece of paper that was soaked in PTC (phenythiocarbamide), a harmless chemical. Being able to taste the PTC is genetically determined by a dominant allele, T; the recessive (not being able to taste it) is t. Hairline: The dominant hairline is the widow s peak, W. The recessive allele for straight hairline is w.

3 Name 3 / 7 Eye color: although total eye appearance is controlled by several genes, blue eyes is recessive (e) to non-blue (brown, hazel, green, etc.) (E). Tongue Rolling: The ability of rolling the tongue (R) into a tube is dominant to the inability to roll the tongue (r). Earlobe attachment: Earlobes that dangle below where the ear attaches to the side of the head are said to be free ; this condition is dominant, F. Attached earlobes have the recessive allele, f.

4 Name 4 / 7 Hitchhiker s Thumb: If the distal portion of the thumb can be flexed from vertical, that person has the recessive n allele. The dominant allele (normal, straight thumb) is N. Thumb crossing: Bring your hands together and interlace your fingers. Left thumb on top of right thumb (L) is dominant to right thumb on top of left (l). Bent Pinky Finger: If the distal joint of your pinky finger is bent sharply toward your other fingers, you have the dominant allele, B. The recessive allele for straight fingers is b.

5 Name 5 / 7 Mid-Digit Hair: Look at the middle segment of your ring finger. If hairs are present (even one!) you have the dominant allele, H. Lacking hairs indicates the recessive allele, h. Blood type: Three alleles (A, B, O) can give rise to four blood types: A, B, AB, O. Both the A and B alleles are dominant to the recessive O allele. A and B alleles are codominant to each other. Fill in the following chart for possible genotypes of each phenotype. Phenotype A Possible Genotype(s) B O AB Fill in the following table for your group. When we have discussed data from all the groups, you will complete the last two columns of the table: Trait PTC Taste Class Phenotypic Pedigree Chart Your Your Number in Number in % of Class Phenotype Genotype Your Group Class w/ Trait with Trait Dom Rec. Dom. Rec. Dom. Rec. Hairline Eye Color Tongue Rolling Earlobe Attachment Hitchhiker Thumb Thumb Crossing Bent Pinky Mid-digit Hair Blood Type A: B: AB: O: A: B: AB: O: A: B: AB: O:

6 Name 6 / 7 1. Which phenotypes do you have that are dominant? List them. 2. Which phenotypes do you have that are recessive? List them. 3. If you and a particular classmate shared all the same traits examined in this lab, what other traits do you have that you could use to describe your uniqueness? 4. PTC can be tasted by those people that have a certain allele. Those people that have a different allele are unable to taste PTC. Why was it important that the paper not have a taste? 5. Is it possible to determine the genotype of a person showing a dominant phenotype? Why, or why not? A recessive phenotype? Why, or why not? 6. Are dominant alleles more common than recessive alleles? Why or why not? Are dominant phenotypes more common than recessive phenotypes? Why or why not?

7 Name 7 / 7 Trait PTC Taste: Taster (T) / non-taster (t) Hairline: Widows peak (W) vs. straight (w) Eye color: Non-blue (E) vs. Blue (e) Tongue Rolling: Rolling (R) vs. Flat tongue (r) Earlobes: Free lobes (F) vs. Attached (f) Hitchhiker Thumb: Normal thumb (N) vs. Hitchhiker (n) Thumb Crossing: Left over right (L) vs. right over left (l) Bent Pinky: Bent pinky (B) vs. Normal pinky (b) Mid-digit Hair: Hair present (H) or Absent (h) Blood Type: A, B, AB (all dom) O (rec) -You- -Sibl- 1 Phenotypic Pedigree Chart -Sibl- 2 Moth. Fath. Mat. Gr-m Mat. Gr-f Pat. Gr-m Pat. Gr-f

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