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2 The story... A shipwrecked sailor is stranded on a small desert island with no fresh water to drink. He knows he could last without food for up to a month, but if he didn't have water to drink he would be dead within a week. Hoping to postpone the inevitable, his thirst drove him to drink the salty seawater.- He was dead in two days. ) )~

3 What happened? Why do you think drinking seawater killed the sailor faster than not drinking any water at all??...,...

4 Objective: To determine the cause of the sailor's death, we will determine the effects of salt water on slices of potato. - measure changes in mass Our assumption is that potato cells will behave like the sailor's cells in his body. How does salt water concentration change the mass of potato slices? '\ ). )r

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6 Pre-lab questions: 1. What is diffusion? 2. What is osmosis? 3. Define hypotonic, isotonic and hypertonic solutions with regard to cells. Give an example of each type of solution. ) )~

7 Pre-lab: Make sea water solutions Percent sea Vol. of 20% Vol. of distilled Total Vol. water salt water (ml) water (ml) (ml) Distilled water % sea water % sea water % sea water % sea water /0 sea water

8 Record Data Sample Initial Final Change in Change in Turgidity mass mass mass Length ( crisp/flaccid) 20% salt, 10 % salt 5% salt 1% salt 0.5% salt Fresh water '''---~ -~- \ i )

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10 Conclusion: Address the following in your conclusion: What happened to the potato slices over 1 hour? Is diffusion or osmosis responsible for the changes? Which of the solutions is isotonic to potato cells? How do you know this? Which solution is hypertonic? Which solution is hypotonic? Sea water is 35% salt. Why did the sailor die more quickly drinking sea water than fresh water? What do you think killed him? ) )

11 Objective: Determine the identity of the Mystery Donor Snapshot of Procedure 1. Read the Summary of Evidence Report 2. Determine genotype of hand print left at the courthouse by completing the 'Differences in Similar Phenotypes' HOT Lab. 3. Read 'The Genetics of Eye Color' article to determine the probable eye color of mystery donor. 4. 'Can Chromosomal Abnormalities Be Observed?' - HOT lab (look at Figures 1, 4 and 5) 5. Then complete the karyotype analysis of the mystery donor and compare to the provided karyotypes. 6. Identify the donor with explanation on how you came to your conclusion.

12 Forensic Files Generous Donor :C,',C,\'c,,''-'" " The chatter in the courtroom was constant. Discussion pursued, offering varying hypotheses as to the identity of the ticket owner. Just that morning, the custodian had found an envelope taped to the door of the Port Jefferson The letter inside "I have been given many gifts in my life. But yesterday I was given an unusual gift that of winning the lottery. After many hours of contemplation, I decided that I did not want to keep New York. As a courtesy, the finder of this ticket should receive a 'finders-fee' equal to 10% of proceeds." The problem was that by the New York state law, there had to be a signature or the letter was not legal. The case was put in front of the judge for legal direction. She declared that forensics could be used to track down the donor", Palm Print May Lead to Donor's Identity hours of evidence collection, forensic investigators finally released the information on the evidence collected. A palm print was found on the letter itself. It measured 20 cm. in length and 11.5 cm. wide. It was found that the donor has a combination of bbgg alleles for eye color. Additional information was obtained from a drop of blood found on the edge ofthe letter. Tapes from the security cameras are being reviewed. Preliminary results show that four people were on the courthouse grounds between 12 midnight and 8:00 AM. Officials would [ike to speak with these individuals.

13 Differences in Similar Phenotypes NGSSS: SC.912.L.16.1 Use Mendel's Laws of Segregation and Independent Assortment to analyze patterns of inheritance. AA SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, co-dominant, sex-linked, polygenic, and multiple alleles. Background: Humans are classified as a separate species because of all the special characteristics that they possess. These characteristics are controlled by strands of DNA located deep inside their cells. This DNA contains the code for every protein that an organism has the ability to produce. These proteins combine with other chemicals within the body to produce the cells, tissues, organs, organ systems, and finally the organism itself. The appearance of these organs, such as the shape of one's nose, length of the fingers, or the color of the eyes is called the phenotype. Even though humans contain hands with five fingers, two ears, or one nose, there are subtle differences that separate these organs from one another. There are subtle differences in a person's genes that allows for these different phenotypes. In this lab, we are going to observe some of these differences in phenotype and try to determine why they happened. Problem Statement: Do all human hands measure the same? Vocabulary: alleles, dominant, genotype, homozygous, heterozygous (hybrid), phenotype, recessive Materials (per group): Metric ruler Meter stick Procedures: Hand Measurement: All human hands look pretty much alike. There are genes on your chromosomes that code for the characteristics making up your hand. We are going to examine two of these characteristics: hand width and hand length. 1. Choose a partner and, with a metric ruler, measure the length of their right hand in centimeters, rounding off to the nearest whole centimeter. Measure from the tip of the middle finger to the beginning of the wrist. Now have your partner do the same to you. Record your measurements in Table Have your partner measure the width of your hand, straight across the palm, and record the data in Table 1. Have your partner do the same to you.

14 Table 1 - Group Data on Right Hand Width and Length Name: Name: Length of Hand cm. Length of Hand cm. Width of Hand cm. Width of hand cm. Class Data: After the entire class has completed Table 1, have the students record their data on the board in the front of the room. Use Table 2 below to record the data for your use. Extend the table on another sheet of paper if needed. Table 2 - Class Data on Right- Hand Width and Length Student! Gender M/F Hand Length (cm) Hand Width (cm) M/F M/F M/F M/F M/F M/F M/F M/F M/F M/F M/F Tabulate the results of your class measurements by totaling the number of males and females with each hand length and width and entering these totals in the tables below.

15 Table 3 - Class Hand Length Measurement of Hand # of Males # of Females Length in cm. Total No. of Males and Females I---~.--. I I I Measurement of Hand length in cm. r ~. Table 4 - Class Hand Width # of Males # of Females Total No. of Males I! and Females I I i i I In order to form a more accurate conclusion, the collection of additional data is necessary. The teacher has the option to include the data from all the classes running this experiment. Below find tables that will allow the tabulation of several classes of data. Bar Graph the data "from Tables 5 and 6, and then answer the questions that follow. Use the measurements of the width and length as your independent variable and the number of times that measurement appeared as your dependent variable.

16 Graph Title: -:- r I I r+ I J I r R I I I t I i I I J! I

17 Observationsl Analysis: 1. Examine the graphs. What is the shape of the graph for hand length? What is the most abundant measurement for hand length? 2. What is (are) the least abundant measurement(s)? 3. If we are to assign letters to represent the various lengths, what value(s) would we assign to the dominant genotype (HH)? The recessive genotype (hh)? The heterozygous genotype (Hh)? 4. What would be the phenotypic name for the (HH) genotype? 5. What would be the phenotypic name for the (Hh) genotype? 6. What would be the phenotypic name for the (hh) genotype? 7. What is the shape of the graph for hand width? 8. What is the most abundant measurement for hand width? 9. What is (are) the least abundant measurement(s)? 1 D.lf we assign letters to represent the various widths, what value(s) would we assign to the dominant genotype (WW)? The recessive genotype (ww)? The heterozygous genotype (Ww)? 11.What would be the phenotypic name for the (WW) genotype? 12.What would be the phenotypic name for the (Ww) genotype? 13.What would be the phenotypic name for the (ww) genotype? 14.Are there any similarities in the graphs of the two characteristics? If so, what are they? 15.Are there any differences in the graphs of the two characteristics? If so, what are they? 16.ls there a difference in the length and width of the male and female hand? Does the gender of a person have an effect on the phenotype of a trait? Explain: /.,-.. Conclusion: Develop a written report that summarizes the results of this investigation. Use the analysis questions as a guide in developing your report. Make sure to give possible explanations for your findings by making connections to the NGSSS found at the beginning of this lab hand-out. Also, mention any recommendations for further study in this investigation.

18 The Genetics of Eye Color The genetics of blood type is a relatively simple case of one locus Mendelian genetics-albeit with three alleles segregating instead of the usual two (Genetics of ABO Blood Types). Eye color is more complicated because there's more than one locus that contributes to the color of your eyes. In this posting the description will entail the basic genetics of eye color based on two different loci. This is a standard explanation of eye color but, as we'll see later on, it doesn't explain the whole story. Let's just think of it as a convenient way to introduce the concept of independent segregation at two loci. Variation in eye color is only significant in people of European descent. At one locus (site=gene) there are two different alleles segregating: the B allele confers brown eye color and the recessive b allele gives rise to blue eye color. At the other locus (gene) there. are also two alleles: G for green or hazel eyes and g for lighter colored eyes. The B allele will always make brown eyes regardless of what allele is present at the other locus. In other words, B is dominant over G. In order to have true blue eyes your genotype must be bbgg. If you are homozygous for the B alleles, your eyes will be darker than if you are heterozygous and if you are homozygous for the G aliele, in the absence of B, then your eyes will be darker (more hazel) that if you have one one G allele. Here's the Punnett Square matrix for a cross between two parents who are heterozygous at both alleles. This covers all the possibilities. In two-factor crosses we need to distinguish between the alleles at each locus so J've inserted a backslash (I) between the two genes to make the distinction clear. The alleles at each locus are on separate chromosomes so they segregate independently. BIG Big big big BIG BB/GG BB/Gg Bb/GG Bb/Gg Big BB/Gg BB/gg Bb/Gg Bb/gg III big Bb/GG Bb/Gg bb/gg bb/gg III big Bb/Gg Bb/gg bb/gg bb/gg

19 As with the ABO blood groups, the possibilities along the left-hand side and at the top represent the genotypes of sperm and eggs. Each of these gamete cells will carry a single copy of the Bb alleles on one chromosome and a single copy of the Gg alleles on another chromosome. Since there are four possible genotypes at each locus, there are sixteen possible combinations of alleles at the two loci combined. All possibilities are equally probable. The tricky part is determining the phenotype (eye color) for each of the possibilities. According to the standard explanation, the BBGG genotype will usually result in very dark brown eyes and the bbgg genotype will usually result in very blue-gray eyes. The combination bbgg will give rise to very green/hazel eyes. The exact color can vary so that sometimes bbgg individuals may have brown eyes and sometimes their eyes may look quite blue. (Again, this is according to the simple two-factor model.) The relationship between genotype and phenotype is called penetrance. If the genotype always predicts the exact phenotpye then the penetrance is high. In the case of eye color we see incomplete penetrance because eye color can vary considerably for a given genotype. There are two main causes of incomplete penetrance; genetic and environmental. Both of them are playing a role in eye color. There are other genes that influence the phenotype and the final color also depends on the environment. (Eye color can change during your lifetime.) One of the most puzzling aspects of eye color genetics is accounting for the birth of brown-eyed children to blue-eyed parents. This is a real phenomenon and not just a case of mistaken fatherhood. Based on the simple two-factor model, we can guess that the parents inthis case are probably bbgg with a shift toward the lighter side of a light hazel eye color. The child is "~, bbgg where the presence of two G alleles will confer a brown eye color under some circumstances. Posted by Larry Moran at 11 :30 AM Labels: Biochemistry, Science Education

20 Making Karyotypes (Adapted from: Prentice Hall, Lab Manual A) NGSSS: SC.912.L Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. AA HE.912.C.1.4 Analyze how heredity and family history can impact personal health. (Also addresses SC.912.L.14.6) Background: Several human genetic disorders are caused by extra, missing, or damaged chromosomes. In order to study these disorders, cells from a person are grown with a chemical that stops cell division at the metaphase stage. During metaphase, a chromosome exists as two chromatids attached at the centromere. The cells are stained to reveal banding patterns and placed on glass slides. The chromosomes are observed under the microscope, where they are counted, checked for abnormalities, and photographed. The photograph is then enlarged, and the images of the chromosomes are individually cut out. The chromosomes are identified and arranged in homologous pairs. The arrangement of homologous pairs is called a karyotype. In this investigation, you will use a sketch of chromosomes to make a karyotype. You will also examine the karyotype to determine the presence of any chromosomal abnormalities. Problem Statement: Can chromosomal abnormalities be observed? Safety: Be careful when handling scissors. Vocabulary: centromere, chromosomes, chromatids, genes, homologous pairs, karyotype, mutations, Trisomy 21- Down syndrome, Klinefelter syndrome, Turner syndrome Materials (per individual): Scissors Glue or transparent tape Procedures: Part A. Analyzing a Karyotype 1. Make a hypothesis based on the problem statement above. 2. Observe the normal human karyotype in Figure 1. Notice that the two sex chromosomes pair number 23, do not look alike. They are different because this karyotype is of a male: and a male has an X and a Y chromosome. 3. Identify the centromere in each pair of chromosomes. The centromere is the area where each chromosome narrows. 4. Observe the karyotypes in Figures 4 and 5. Note the presence of any chromosomal abnormalities.

21 -111-8, ' ~ Figure Figure 4

22 t8B--M-~"-----~~--gs-~~---H Figure 5 5. Comparing and Contrasting: Of the three karyotypes that you observed, which was normal? Which showed evidence of an extra chromosome? An absent chromosome? 6. Formulating Hypotheses: What chromosomal abnormality appears in the karyotype in Figure 4? Can you tell from which parent this abnormality originated? Explain your answer. 7. Inferring: Are chromosomal abnormalities such as the ones shown confined only to certain parts of the body? Explain your answer. 8. Using the incomplete chromosomal analysis provided by the lab, determine the probable identity of the mystery donor.

23 Results/Conclusions: 1. Draw a data table in the space below in which to record your observations of the ~, karyotypes shown in Figures 1, 4, and 5. Record any evidence of chromosomal abnormalities present in each karyotype. Record the genetic defect, if you know it, associated with each type of chromosomal abnormality present. 2. Drawing Conclusions: Are genetic defects associated with abnormalities of autosomes or of sex chromo~omes? Explain your answer. 3. Posing Questions: Formulate a question that could be answered by observing chromosomes of different species of animals.

24 Incomplete Karyotype Analysis - provided by the Forensics Dept. Long Island. New York / -,-~,", N $~,q 12 89' '", qjr \\\ 19 /,&. ~ <3II ~ ~~ \~ I '" I 2J6 II ~ 9 H' ~ 21 \\ \'?I ~.~ ~~.~~ '\ ~ '\~ e' If " '8 1.,~ Figure 2

25 Security Camera Footage from Courthouse Subject Disorder Description Hand Size (cm.) I Eye Color Ted: L25XW 17 Tonia: L 18 X W 13 Down syndrome Extra chromosome I l 21 Ted: Brown Tonia: Green Brian: L 23 X W 16 Klinefelter syndrome Extra X in male (XXY) Brian: Green- Hazel Anita: L 19 X W 12 Turner syndrome Single X in female (XO) Anita: Blue-green

26 UNWRAPPING BENCHMARKS SC.912.L.16.1 Reporting Category: Classification, Heredity, and Evolution Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. (Also assesses SC.912.L.16.2) ARE THESE QUESTIONS APPROPRIATE TO THIS BENCHMARK?? 1. A child produced by a blue-eyed mother and a brown-eyed father has green eyes. What can you infer about the inheritance of eye color in humans? What additional data could you use to check your inference? 2. Hemophilia is a sex-linked, recessive trait. What must be the genotype of the parents to produce a male offspring who does not have hemophilia and a female offspring who is a heterozygous carrier? 3. In pea plants, spherical seeds (8) are dominant to dented seeds (s). In a genetic cross of two plants, determine the possible genotype(s) of the P generation that would result in 750/0 of the offspring having spherical seeds? 4. Captain Jimmy had been away from his farm for many weeks. Upon his return he noticed that his newly grown snapdragon plants were pink, even though he had only red and white snapdragon plants. About the same time, he observed that his newly hatched chicks had both black and white feathers, even though his roosters had only black feathers and his hens had only white feathers. How could this be explained?

27 To ensure that all students havean equal opportunity to learn To prioritize and discern which benchmarks are most importantfor academic instructional priorities To establish and drive instructional priorities To determine the rigor and relevance of student work: classwork, homework, interventions, and assessment To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks, learning, a nd instruction s j(j(unwrappiqg'" the. ~,~JlchmarkS ""Unvvrapping ii allovvs educat:orst:o: Knovv and understand t:he crit:ical attribut:es.. Ident:ify vvhat: prerequisit:e skills are needed t:o master t:he benchmark.. Present: learning in a variety of cont:exts vvhile different:iat:ingfor learning needs.. Implement: t:he appropriat:e assessment: t:o det:ermine t:he level of achievement:.. Int:egrat:et:he underst:anding of benchmarks int:o t:he cont:inuous improvement: model (PDCA) - '.. A check-off list of benchmarks that you have """covered N.. An isolated activity unrelated to instruction or assessment.. A document for EVERY benchmark.. A one-time event :..;:

28 ~~ ~~ry population will ~ --"."...,aifujxu:i>od population will i:naease......' clam WODn population will increase.. D".Tbe})hytoplankton population will inc:r.ea.se.

29 Unwrapping the Benchmarks 1. Prerequisite Skills What prior knowledge, understanding, or reasoning will you require to master the concept? 2. Vocabulary What vocabulary needs to be understood to master the concept? 3. Achievement Criteria What performance skills will demonstrate mastery of the concept? What product will demonstrate mastery of the concept? 4. Differentiated Instruction How will you differentiate instruction to address different learning styles and ensure mastery of the concept?.. 5. Assessing Proficiency. What assessment will give yo.u data about student progress towards the mastery of the concept?

30 6. Benchmark Support Material What materials (consumables, textbook, etc.) directly provide instructional support to teach this benchmark? /'--'. 7. Technology What resources will provide support to teach this benchmark? 8. High Order Questioning Strategies What questions will you incorporate throughout the lesson to increase the depth of understanding and the level of complexity nee~ed to achieve mastery of this benchmark? 9. Item Specification What is some important information described in the Item Specifications that needs to be addressed? _;:'P::~tfL language,.. concepts? _..... _ What additional information will you il1corporate into the lesson to clarify difficult _ ".'