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TRANSCRIPT
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Hoping to postpone the inevitable his thirst drove
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 didnt have water to drink he would be dead within a week
him to drink the salty seawater-middot
He was dead in two days
) )~--------------
What happened
Why do you think drinking seawater killed the sailor faster than not drinking any water at all
bull
Objective
To determine the cause of the sailors 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 sailors cells in his body
How does salt water concentration change the mass of potato slices
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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
) )~---------------
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 00 400 400
05 sea water 400
1 sea water 400
5 sea water 400
1 0 sea water 400
2000 sea water 400 00 400
Record Data
Turgidity mass
Change in Initial Final Change in Sample Lengthmass mass ( crispflaccid)
20 salt
10 salt
5 salt
1 salt
05 salt
Fresh water
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Conclusion Address the following in your conclusion
bull What happened to the potato slices over 1 hour
bull Is diffusion or osmosis responsible for the changes
bull Which of the solutions is isotonic to potato cells How do you know this
bull Which solution is hypertonic Which solution is hypotonic
bull Sea water is 35 salt Why did the sailor die more quickly drinking sea water than fresh water What do you think killed him
) )1----------shy
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 middot6 Identify the donor with explanation on how you came to your
conclusion
CCc-
Forensic Files
Generous Donor
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 shythat of winning the lottery After many hours of contemplation I decided that I did not want to keep
Palm Print May Lead to Donors 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 115 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
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
Tapes from the security cameras are being reviewed Preliminary results show that four people were on the courthouse grounds between 12 midnight and 800 AM Officials would [ike to speak with these individuals
Differences in Similar Phenotypes
NGSSS SC912L161 Use Mendels Laws of Segregation and Independent Assortment to analyze patterns of inheritance AA SC912L162 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 ones 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 persons 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) bull Metric ruler bull 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 1
2 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
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
MF Hand Length (cm) Hand Width (cm)
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
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
Table 3 - Class Hand Length
Measurement of Hand of Males of Females Total No of Males
Length in cm and Females
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Table 4 - Class Hand Width
Measurement of Hand of Males of Females Total No of Males I
length in cm and Females
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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
Graph Title _____________--_________
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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 Dlf 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)
11What would be the phenotypic name for the (WW) genotype 12What would be the phenotypic name for the (Ww) genotype 13What would be the phenotypic name for the (ww) genotype 14Are there any similarities in the graphs of the two characteristics If so what are they 15Are there any differences in the graphs of the two characteristics If so what are they 16ls 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
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 theres 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 well see later on it doesnt explain the whole story Lets 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
Heres 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 Jve 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
bigBIG Big biG
bull bull bull bullBIG BBGG BBGg BbGgBbGG
bull bull bull bullBBGgBig BBgg BbGg Bbgg
bull IIIbullbullbiG BbGG bbGGBbGg bbGg
bull IIIbull bullbig BbGg Bbgg bbggbbGg
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 greenhazel 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 in this 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 httpsandwalkblogspotcom200702genetics-of-eye-colorhtml
Making Karyotypes (Adapted from Prentice Hall Lab Manual A)
NGSSS SC912L1610 Evaluate the impact of biotechnology on the individual society and the environment including medical and ethical issues AA HE912C14 Analyze how heredity and family history can impact personal health (Also addresses SC912L146)
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) bull Scissors bull 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
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2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 11 18
19 20 21 22 23 Figure 1
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23
Figure 4
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
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19 20 21 22 23
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
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
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Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
Hoping to postpone the inevitable his thirst drove
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 didnt have water to drink he would be dead within a week
him to drink the salty seawater-middot
He was dead in two days
) )~--------------
What happened
Why do you think drinking seawater killed the sailor faster than not drinking any water at all
bull
Objective
To determine the cause of the sailors 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 sailors cells in his body
How does salt water concentration change the mass of potato slices
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bull bull
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--
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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
) )~---------------
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 00 400 400
05 sea water 400
1 sea water 400
5 sea water 400
1 0 sea water 400
2000 sea water 400 00 400
Record Data
Turgidity mass
Change in Initial Final Change in Sample Lengthmass mass ( crispflaccid)
20 salt
10 salt
5 salt
1 salt
05 salt
Fresh water
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Conclusion Address the following in your conclusion
bull What happened to the potato slices over 1 hour
bull Is diffusion or osmosis responsible for the changes
bull Which of the solutions is isotonic to potato cells How do you know this
bull Which solution is hypertonic Which solution is hypotonic
bull Sea water is 35 salt Why did the sailor die more quickly drinking sea water than fresh water What do you think killed him
) )1----------shy
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 middot6 Identify the donor with explanation on how you came to your
conclusion
CCc-
Forensic Files
Generous Donor
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 shythat of winning the lottery After many hours of contemplation I decided that I did not want to keep
Palm Print May Lead to Donors 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 115 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
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
Tapes from the security cameras are being reviewed Preliminary results show that four people were on the courthouse grounds between 12 midnight and 800 AM Officials would [ike to speak with these individuals
Differences in Similar Phenotypes
NGSSS SC912L161 Use Mendels Laws of Segregation and Independent Assortment to analyze patterns of inheritance AA SC912L162 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 ones 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 persons 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) bull Metric ruler bull 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 1
2 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
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
MF Hand Length (cm) Hand Width (cm)
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
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
Table 3 - Class Hand Length
Measurement of Hand of Males of Females Total No of Males
Length in cm and Females
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Table 4 - Class Hand Width
Measurement of Hand of Males of Females Total No of Males I
length in cm and Females
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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
Graph Title _____________--_________
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r+ I I
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R I I
I t I
i
I I J I
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 Dlf 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)
11What would be the phenotypic name for the (WW) genotype 12What would be the phenotypic name for the (Ww) genotype 13What would be the phenotypic name for the (ww) genotype 14Are there any similarities in the graphs of the two characteristics If so what are they 15Are there any differences in the graphs of the two characteristics If so what are they 16ls 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
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 theres 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 well see later on it doesnt explain the whole story Lets 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
Heres 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 Jve 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
bigBIG Big biG
bull bull bull bullBIG BBGG BBGg BbGgBbGG
bull bull bull bullBBGgBig BBgg BbGg Bbgg
bull IIIbullbullbiG BbGG bbGGBbGg bbGg
bull IIIbull bullbig BbGg Bbgg bbggbbGg
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 greenhazel 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 in this 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 httpsandwalkblogspotcom200702genetics-of-eye-colorhtml
Making Karyotypes (Adapted from Prentice Hall Lab Manual A)
NGSSS SC912L1610 Evaluate the impact of biotechnology on the individual society and the environment including medical and ethical issues AA HE912C14 Analyze how heredity and family history can impact personal health (Also addresses SC912L146)
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) bull Scissors bull 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
-111-8-------01-10shy ~
2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 11 18
19 20 21 22 23 Figure 1
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23
Figure 4
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
-8t8B--M-~-----~~--gs-~~---H-
19 20 21 22 23
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
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
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Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
What happened
Why do you think drinking seawater killed the sailor faster than not drinking any water at all
bull
Objective
To determine the cause of the sailors 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 sailors cells in his body
How does salt water concentration change the mass of potato slices
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bull bull
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--
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en en (]) c +- 0 a gt I
c 0 +-ctS +- C (]) Uc 0 U +-
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(]) c +- Q) c Cgt c Q) c t shy
en-co shy(]) +- ro ~
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
) )~---------------
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 00 400 400
05 sea water 400
1 sea water 400
5 sea water 400
1 0 sea water 400
2000 sea water 400 00 400
Record Data
Turgidity mass
Change in Initial Final Change in Sample Lengthmass mass ( crispflaccid)
20 salt
10 salt
5 salt
1 salt
05 salt
Fresh water
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J o gt
bull I
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Conclusion Address the following in your conclusion
bull What happened to the potato slices over 1 hour
bull Is diffusion or osmosis responsible for the changes
bull Which of the solutions is isotonic to potato cells How do you know this
bull Which solution is hypertonic Which solution is hypotonic
bull Sea water is 35 salt Why did the sailor die more quickly drinking sea water than fresh water What do you think killed him
) )1----------shy
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 middot6 Identify the donor with explanation on how you came to your
conclusion
CCc-
Forensic Files
Generous Donor
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 shythat of winning the lottery After many hours of contemplation I decided that I did not want to keep
Palm Print May Lead to Donors 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 115 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
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
Tapes from the security cameras are being reviewed Preliminary results show that four people were on the courthouse grounds between 12 midnight and 800 AM Officials would [ike to speak with these individuals
Differences in Similar Phenotypes
NGSSS SC912L161 Use Mendels Laws of Segregation and Independent Assortment to analyze patterns of inheritance AA SC912L162 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 ones 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 persons 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) bull Metric ruler bull 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 1
2 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
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
MF Hand Length (cm) Hand Width (cm)
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
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
Table 3 - Class Hand Length
Measurement of Hand of Males of Females Total No of Males
Length in cm and Females
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Table 4 - Class Hand Width
Measurement of Hand of Males of Females Total No of Males I
length in cm and Females
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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
Graph Title _____________--_________
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r+ I I
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I t I
i
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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 Dlf 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)
11What would be the phenotypic name for the (WW) genotype 12What would be the phenotypic name for the (Ww) genotype 13What would be the phenotypic name for the (ww) genotype 14Are there any similarities in the graphs of the two characteristics If so what are they 15Are there any differences in the graphs of the two characteristics If so what are they 16ls 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
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 theres 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 well see later on it doesnt explain the whole story Lets 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
Heres 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 Jve 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
bigBIG Big biG
bull bull bull bullBIG BBGG BBGg BbGgBbGG
bull bull bull bullBBGgBig BBgg BbGg Bbgg
bull IIIbullbullbiG BbGG bbGGBbGg bbGg
bull IIIbull bullbig BbGg Bbgg bbggbbGg
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 greenhazel 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 in this 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 httpsandwalkblogspotcom200702genetics-of-eye-colorhtml
Making Karyotypes (Adapted from Prentice Hall Lab Manual A)
NGSSS SC912L1610 Evaluate the impact of biotechnology on the individual society and the environment including medical and ethical issues AA HE912C14 Analyze how heredity and family history can impact personal health (Also addresses SC912L146)
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) bull Scissors bull 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
-111-8-------01-10shy ~
2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 11 18
19 20 21 22 23 Figure 1
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23
Figure 4
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
-8t8B--M-~-----~~--gs-~~---H-
19 20 21 22 23
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
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
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Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
Objective
To determine the cause of the sailors 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 sailors cells in his body
How does salt water concentration change the mass of potato slices
)r----------- shy)
bull bull
--
--
bull bull
--
en en (]) c +- 0 a gt I
c 0 +-ctS +- C (]) Uc 0 U +-
ctS ()
(]) c +- Q) c Cgt c Q) c t shy
en-co shy(]) +- ro ~
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
) )~---------------
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 00 400 400
05 sea water 400
1 sea water 400
5 sea water 400
1 0 sea water 400
2000 sea water 400 00 400
Record Data
Turgidity mass
Change in Initial Final Change in Sample Lengthmass mass ( crispflaccid)
20 salt
10 salt
5 salt
1 salt
05 salt
Fresh water
---~ -~- i )
J o gt
bull I
o c c cO
Cgt cO CD
cO c CD
Cl
Conclusion Address the following in your conclusion
bull What happened to the potato slices over 1 hour
bull Is diffusion or osmosis responsible for the changes
bull Which of the solutions is isotonic to potato cells How do you know this
bull Which solution is hypertonic Which solution is hypotonic
bull Sea water is 35 salt Why did the sailor die more quickly drinking sea water than fresh water What do you think killed him
) )1----------shy
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 middot6 Identify the donor with explanation on how you came to your
conclusion
CCc-
Forensic Files
Generous Donor
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 shythat of winning the lottery After many hours of contemplation I decided that I did not want to keep
Palm Print May Lead to Donors 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 115 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
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
Tapes from the security cameras are being reviewed Preliminary results show that four people were on the courthouse grounds between 12 midnight and 800 AM Officials would [ike to speak with these individuals
Differences in Similar Phenotypes
NGSSS SC912L161 Use Mendels Laws of Segregation and Independent Assortment to analyze patterns of inheritance AA SC912L162 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 ones 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 persons 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) bull Metric ruler bull 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 1
2 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
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
MF Hand Length (cm) Hand Width (cm)
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
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
Table 3 - Class Hand Length
Measurement of Hand of Males of Females Total No of Males
Length in cm and Females
I---~
--
I
I I
Table 4 - Class Hand Width
Measurement of Hand of Males of Females Total No of Males I
length in cm and Females
r-----~
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
Graph Title _____________--_________
r
I
I J
r+ I I
r
R I I
I t I
i
I I J I
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 Dlf 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)
11What would be the phenotypic name for the (WW) genotype 12What would be the phenotypic name for the (Ww) genotype 13What would be the phenotypic name for the (ww) genotype 14Are there any similarities in the graphs of the two characteristics If so what are they 15Are there any differences in the graphs of the two characteristics If so what are they 16ls 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
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 theres 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 well see later on it doesnt explain the whole story Lets 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
Heres 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 Jve 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
bigBIG Big biG
bull bull bull bullBIG BBGG BBGg BbGgBbGG
bull bull bull bullBBGgBig BBgg BbGg Bbgg
bull IIIbullbullbiG BbGG bbGGBbGg bbGg
bull IIIbull bullbig BbGg Bbgg bbggbbGg
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 greenhazel 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 in this 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 httpsandwalkblogspotcom200702genetics-of-eye-colorhtml
Making Karyotypes (Adapted from Prentice Hall Lab Manual A)
NGSSS SC912L1610 Evaluate the impact of biotechnology on the individual society and the environment including medical and ethical issues AA HE912C14 Analyze how heredity and family history can impact personal health (Also addresses SC912L146)
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) bull Scissors bull 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
-111-8-------01-10shy ~
2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 11 18
19 20 21 22 23 Figure 1
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23
Figure 4
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
-8t8B--M-~-----~~--gs-~~---H-
19 20 21 22 23
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
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
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Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
bull bull
--
--
bull bull
--
en en (]) c +- 0 a gt I
c 0 +-ctS +- C (]) Uc 0 U +-
ctS ()
(]) c +- Q) c Cgt c Q) c t shy
en-co shy(]) +- ro ~
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
) )~---------------
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 00 400 400
05 sea water 400
1 sea water 400
5 sea water 400
1 0 sea water 400
2000 sea water 400 00 400
Record Data
Turgidity mass
Change in Initial Final Change in Sample Lengthmass mass ( crispflaccid)
20 salt
10 salt
5 salt
1 salt
05 salt
Fresh water
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J o gt
bull I
o c c cO
Cgt cO CD
cO c CD
Cl
Conclusion Address the following in your conclusion
bull What happened to the potato slices over 1 hour
bull Is diffusion or osmosis responsible for the changes
bull Which of the solutions is isotonic to potato cells How do you know this
bull Which solution is hypertonic Which solution is hypotonic
bull Sea water is 35 salt Why did the sailor die more quickly drinking sea water than fresh water What do you think killed him
) )1----------shy
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 middot6 Identify the donor with explanation on how you came to your
conclusion
CCc-
Forensic Files
Generous Donor
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 shythat of winning the lottery After many hours of contemplation I decided that I did not want to keep
Palm Print May Lead to Donors 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 115 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
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
Tapes from the security cameras are being reviewed Preliminary results show that four people were on the courthouse grounds between 12 midnight and 800 AM Officials would [ike to speak with these individuals
Differences in Similar Phenotypes
NGSSS SC912L161 Use Mendels Laws of Segregation and Independent Assortment to analyze patterns of inheritance AA SC912L162 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 ones 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 persons 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) bull Metric ruler bull 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 1
2 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
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
MF Hand Length (cm) Hand Width (cm)
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
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
Table 3 - Class Hand Length
Measurement of Hand of Males of Females Total No of Males
Length in cm and Females
I---~
--
I
I I
Table 4 - Class Hand Width
Measurement of Hand of Males of Females Total No of Males I
length in cm and Females
r-----~
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
Graph Title _____________--_________
r
I
I J
r+ I I
r
R I I
I t I
i
I I J I
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 Dlf 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)
11What would be the phenotypic name for the (WW) genotype 12What would be the phenotypic name for the (Ww) genotype 13What would be the phenotypic name for the (ww) genotype 14Are there any similarities in the graphs of the two characteristics If so what are they 15Are there any differences in the graphs of the two characteristics If so what are they 16ls 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
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 theres 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 well see later on it doesnt explain the whole story Lets 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
Heres 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 Jve 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
bigBIG Big biG
bull bull bull bullBIG BBGG BBGg BbGgBbGG
bull bull bull bullBBGgBig BBgg BbGg Bbgg
bull IIIbullbullbiG BbGG bbGGBbGg bbGg
bull IIIbull bullbig BbGg Bbgg bbggbbGg
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 greenhazel 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 in this 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 httpsandwalkblogspotcom200702genetics-of-eye-colorhtml
Making Karyotypes (Adapted from Prentice Hall Lab Manual A)
NGSSS SC912L1610 Evaluate the impact of biotechnology on the individual society and the environment including medical and ethical issues AA HE912C14 Analyze how heredity and family history can impact personal health (Also addresses SC912L146)
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) bull Scissors bull 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
-111-8-------01-10shy ~
2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 11 18
19 20 21 22 23 Figure 1
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23
Figure 4
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
-8t8B--M-~-----~~--gs-~~---H-
19 20 21 22 23
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
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
--~
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19
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I I
2J6
II ~ 9
21
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I
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Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
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
) )~---------------
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 00 400 400
05 sea water 400
1 sea water 400
5 sea water 400
1 0 sea water 400
2000 sea water 400 00 400
Record Data
Turgidity mass
Change in Initial Final Change in Sample Lengthmass mass ( crispflaccid)
20 salt
10 salt
5 salt
1 salt
05 salt
Fresh water
---~ -~- i )
J o gt
bull I
o c c cO
Cgt cO CD
cO c CD
Cl
Conclusion Address the following in your conclusion
bull What happened to the potato slices over 1 hour
bull Is diffusion or osmosis responsible for the changes
bull Which of the solutions is isotonic to potato cells How do you know this
bull Which solution is hypertonic Which solution is hypotonic
bull Sea water is 35 salt Why did the sailor die more quickly drinking sea water than fresh water What do you think killed him
) )1----------shy
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 middot6 Identify the donor with explanation on how you came to your
conclusion
CCc-
Forensic Files
Generous Donor
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 shythat of winning the lottery After many hours of contemplation I decided that I did not want to keep
Palm Print May Lead to Donors 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 115 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
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
Tapes from the security cameras are being reviewed Preliminary results show that four people were on the courthouse grounds between 12 midnight and 800 AM Officials would [ike to speak with these individuals
Differences in Similar Phenotypes
NGSSS SC912L161 Use Mendels Laws of Segregation and Independent Assortment to analyze patterns of inheritance AA SC912L162 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 ones 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 persons 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) bull Metric ruler bull 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 1
2 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
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
MF Hand Length (cm) Hand Width (cm)
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
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
Table 3 - Class Hand Length
Measurement of Hand of Males of Females Total No of Males
Length in cm and Females
I---~
--
I
I I
Table 4 - Class Hand Width
Measurement of Hand of Males of Females Total No of Males I
length in cm and Females
r-----~
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
Graph Title _____________--_________
r
I
I J
r+ I I
r
R I I
I t I
i
I I J I
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 Dlf 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)
11What would be the phenotypic name for the (WW) genotype 12What would be the phenotypic name for the (Ww) genotype 13What would be the phenotypic name for the (ww) genotype 14Are there any similarities in the graphs of the two characteristics If so what are they 15Are there any differences in the graphs of the two characteristics If so what are they 16ls 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
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 theres 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 well see later on it doesnt explain the whole story Lets 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
Heres 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 Jve 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
bigBIG Big biG
bull bull bull bullBIG BBGG BBGg BbGgBbGG
bull bull bull bullBBGgBig BBgg BbGg Bbgg
bull IIIbullbullbiG BbGG bbGGBbGg bbGg
bull IIIbull bullbig BbGg Bbgg bbggbbGg
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 greenhazel 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 in this 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 httpsandwalkblogspotcom200702genetics-of-eye-colorhtml
Making Karyotypes (Adapted from Prentice Hall Lab Manual A)
NGSSS SC912L1610 Evaluate the impact of biotechnology on the individual society and the environment including medical and ethical issues AA HE912C14 Analyze how heredity and family history can impact personal health (Also addresses SC912L146)
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) bull Scissors bull 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
-111-8-------01-10shy ~
2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 11 18
19 20 21 22 23 Figure 1
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23
Figure 4
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
-8t8B--M-~-----~~--gs-~~---H-
19 20 21 22 23
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
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
--~
N $~ q1289 qJr
19
~
~ lt3II~ amp ~~
I I
2J6
II ~ 9
21
~H ~
I
~ ~~ ~~ ~
~
~e If 8 1
Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
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 00 400 400
05 sea water 400
1 sea water 400
5 sea water 400
1 0 sea water 400
2000 sea water 400 00 400
Record Data
Turgidity mass
Change in Initial Final Change in Sample Lengthmass mass ( crispflaccid)
20 salt
10 salt
5 salt
1 salt
05 salt
Fresh water
---~ -~- i )
J o gt
bull I
o c c cO
Cgt cO CD
cO c CD
Cl
Conclusion Address the following in your conclusion
bull What happened to the potato slices over 1 hour
bull Is diffusion or osmosis responsible for the changes
bull Which of the solutions is isotonic to potato cells How do you know this
bull Which solution is hypertonic Which solution is hypotonic
bull Sea water is 35 salt Why did the sailor die more quickly drinking sea water than fresh water What do you think killed him
) )1----------shy
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 middot6 Identify the donor with explanation on how you came to your
conclusion
CCc-
Forensic Files
Generous Donor
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 shythat of winning the lottery After many hours of contemplation I decided that I did not want to keep
Palm Print May Lead to Donors 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 115 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
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
Tapes from the security cameras are being reviewed Preliminary results show that four people were on the courthouse grounds between 12 midnight and 800 AM Officials would [ike to speak with these individuals
Differences in Similar Phenotypes
NGSSS SC912L161 Use Mendels Laws of Segregation and Independent Assortment to analyze patterns of inheritance AA SC912L162 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 ones 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 persons 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) bull Metric ruler bull 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 1
2 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
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
MF Hand Length (cm) Hand Width (cm)
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
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
Table 3 - Class Hand Length
Measurement of Hand of Males of Females Total No of Males
Length in cm and Females
I---~
--
I
I I
Table 4 - Class Hand Width
Measurement of Hand of Males of Females Total No of Males I
length in cm and Females
r-----~
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
Graph Title _____________--_________
r
I
I J
r+ I I
r
R I I
I t I
i
I I J I
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 Dlf 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)
11What would be the phenotypic name for the (WW) genotype 12What would be the phenotypic name for the (Ww) genotype 13What would be the phenotypic name for the (ww) genotype 14Are there any similarities in the graphs of the two characteristics If so what are they 15Are there any differences in the graphs of the two characteristics If so what are they 16ls 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
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 theres 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 well see later on it doesnt explain the whole story Lets 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
Heres 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 Jve 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
bigBIG Big biG
bull bull bull bullBIG BBGG BBGg BbGgBbGG
bull bull bull bullBBGgBig BBgg BbGg Bbgg
bull IIIbullbullbiG BbGG bbGGBbGg bbGg
bull IIIbull bullbig BbGg Bbgg bbggbbGg
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 greenhazel 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 in this 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 httpsandwalkblogspotcom200702genetics-of-eye-colorhtml
Making Karyotypes (Adapted from Prentice Hall Lab Manual A)
NGSSS SC912L1610 Evaluate the impact of biotechnology on the individual society and the environment including medical and ethical issues AA HE912C14 Analyze how heredity and family history can impact personal health (Also addresses SC912L146)
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) bull Scissors bull 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
-111-8-------01-10shy ~
2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 11 18
19 20 21 22 23 Figure 1
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23
Figure 4
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
-8t8B--M-~-----~~--gs-~~---H-
19 20 21 22 23
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
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
--~
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Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
Record Data
Turgidity mass
Change in Initial Final Change in Sample Lengthmass mass ( crispflaccid)
20 salt
10 salt
5 salt
1 salt
05 salt
Fresh water
---~ -~- i )
J o gt
bull I
o c c cO
Cgt cO CD
cO c CD
Cl
Conclusion Address the following in your conclusion
bull What happened to the potato slices over 1 hour
bull Is diffusion or osmosis responsible for the changes
bull Which of the solutions is isotonic to potato cells How do you know this
bull Which solution is hypertonic Which solution is hypotonic
bull Sea water is 35 salt Why did the sailor die more quickly drinking sea water than fresh water What do you think killed him
) )1----------shy
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 middot6 Identify the donor with explanation on how you came to your
conclusion
CCc-
Forensic Files
Generous Donor
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 shythat of winning the lottery After many hours of contemplation I decided that I did not want to keep
Palm Print May Lead to Donors 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 115 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
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
Tapes from the security cameras are being reviewed Preliminary results show that four people were on the courthouse grounds between 12 midnight and 800 AM Officials would [ike to speak with these individuals
Differences in Similar Phenotypes
NGSSS SC912L161 Use Mendels Laws of Segregation and Independent Assortment to analyze patterns of inheritance AA SC912L162 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 ones 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 persons 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) bull Metric ruler bull 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 1
2 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
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
MF Hand Length (cm) Hand Width (cm)
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
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
Table 3 - Class Hand Length
Measurement of Hand of Males of Females Total No of Males
Length in cm and Females
I---~
--
I
I I
Table 4 - Class Hand Width
Measurement of Hand of Males of Females Total No of Males I
length in cm and Females
r-----~
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
Graph Title _____________--_________
r
I
I J
r+ I I
r
R I I
I t I
i
I I J I
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 Dlf 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)
11What would be the phenotypic name for the (WW) genotype 12What would be the phenotypic name for the (Ww) genotype 13What would be the phenotypic name for the (ww) genotype 14Are there any similarities in the graphs of the two characteristics If so what are they 15Are there any differences in the graphs of the two characteristics If so what are they 16ls 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
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 theres 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 well see later on it doesnt explain the whole story Lets 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
Heres 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 Jve 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
bigBIG Big biG
bull bull bull bullBIG BBGG BBGg BbGgBbGG
bull bull bull bullBBGgBig BBgg BbGg Bbgg
bull IIIbullbullbiG BbGG bbGGBbGg bbGg
bull IIIbull bullbig BbGg Bbgg bbggbbGg
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 greenhazel 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 in this 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 httpsandwalkblogspotcom200702genetics-of-eye-colorhtml
Making Karyotypes (Adapted from Prentice Hall Lab Manual A)
NGSSS SC912L1610 Evaluate the impact of biotechnology on the individual society and the environment including medical and ethical issues AA HE912C14 Analyze how heredity and family history can impact personal health (Also addresses SC912L146)
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) bull Scissors bull 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
-111-8-------01-10shy ~
2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 11 18
19 20 21 22 23 Figure 1
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23
Figure 4
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
-8t8B--M-~-----~~--gs-~~---H-
19 20 21 22 23
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
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
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Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
J o gt
bull I
o c c cO
Cgt cO CD
cO c CD
Cl
Conclusion Address the following in your conclusion
bull What happened to the potato slices over 1 hour
bull Is diffusion or osmosis responsible for the changes
bull Which of the solutions is isotonic to potato cells How do you know this
bull Which solution is hypertonic Which solution is hypotonic
bull Sea water is 35 salt Why did the sailor die more quickly drinking sea water than fresh water What do you think killed him
) )1----------shy
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 middot6 Identify the donor with explanation on how you came to your
conclusion
CCc-
Forensic Files
Generous Donor
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 shythat of winning the lottery After many hours of contemplation I decided that I did not want to keep
Palm Print May Lead to Donors 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 115 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
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
Tapes from the security cameras are being reviewed Preliminary results show that four people were on the courthouse grounds between 12 midnight and 800 AM Officials would [ike to speak with these individuals
Differences in Similar Phenotypes
NGSSS SC912L161 Use Mendels Laws of Segregation and Independent Assortment to analyze patterns of inheritance AA SC912L162 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 ones 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 persons 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) bull Metric ruler bull 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 1
2 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
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
MF Hand Length (cm) Hand Width (cm)
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
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
Table 3 - Class Hand Length
Measurement of Hand of Males of Females Total No of Males
Length in cm and Females
I---~
--
I
I I
Table 4 - Class Hand Width
Measurement of Hand of Males of Females Total No of Males I
length in cm and Females
r-----~
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
Graph Title _____________--_________
r
I
I J
r+ I I
r
R I I
I t I
i
I I J I
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 Dlf 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)
11What would be the phenotypic name for the (WW) genotype 12What would be the phenotypic name for the (Ww) genotype 13What would be the phenotypic name for the (ww) genotype 14Are there any similarities in the graphs of the two characteristics If so what are they 15Are there any differences in the graphs of the two characteristics If so what are they 16ls 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
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 theres 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 well see later on it doesnt explain the whole story Lets 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
Heres 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 Jve 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
bigBIG Big biG
bull bull bull bullBIG BBGG BBGg BbGgBbGG
bull bull bull bullBBGgBig BBgg BbGg Bbgg
bull IIIbullbullbiG BbGG bbGGBbGg bbGg
bull IIIbull bullbig BbGg Bbgg bbggbbGg
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 greenhazel 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 in this 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 httpsandwalkblogspotcom200702genetics-of-eye-colorhtml
Making Karyotypes (Adapted from Prentice Hall Lab Manual A)
NGSSS SC912L1610 Evaluate the impact of biotechnology on the individual society and the environment including medical and ethical issues AA HE912C14 Analyze how heredity and family history can impact personal health (Also addresses SC912L146)
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) bull Scissors bull 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
-111-8-------01-10shy ~
2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 11 18
19 20 21 22 23 Figure 1
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23
Figure 4
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
-8t8B--M-~-----~~--gs-~~---H-
19 20 21 22 23
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
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
--~
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19
~
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I I
2J6
II ~ 9
21
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I
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Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
Conclusion Address the following in your conclusion
bull What happened to the potato slices over 1 hour
bull Is diffusion or osmosis responsible for the changes
bull Which of the solutions is isotonic to potato cells How do you know this
bull Which solution is hypertonic Which solution is hypotonic
bull Sea water is 35 salt Why did the sailor die more quickly drinking sea water than fresh water What do you think killed him
) )1----------shy
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 middot6 Identify the donor with explanation on how you came to your
conclusion
CCc-
Forensic Files
Generous Donor
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 shythat of winning the lottery After many hours of contemplation I decided that I did not want to keep
Palm Print May Lead to Donors 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 115 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
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
Tapes from the security cameras are being reviewed Preliminary results show that four people were on the courthouse grounds between 12 midnight and 800 AM Officials would [ike to speak with these individuals
Differences in Similar Phenotypes
NGSSS SC912L161 Use Mendels Laws of Segregation and Independent Assortment to analyze patterns of inheritance AA SC912L162 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 ones 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 persons 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) bull Metric ruler bull 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 1
2 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
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
MF Hand Length (cm) Hand Width (cm)
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
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
Table 3 - Class Hand Length
Measurement of Hand of Males of Females Total No of Males
Length in cm and Females
I---~
--
I
I I
Table 4 - Class Hand Width
Measurement of Hand of Males of Females Total No of Males I
length in cm and Females
r-----~
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
Graph Title _____________--_________
r
I
I J
r+ I I
r
R I I
I t I
i
I I J I
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 Dlf 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)
11What would be the phenotypic name for the (WW) genotype 12What would be the phenotypic name for the (Ww) genotype 13What would be the phenotypic name for the (ww) genotype 14Are there any similarities in the graphs of the two characteristics If so what are they 15Are there any differences in the graphs of the two characteristics If so what are they 16ls 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
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 theres 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 well see later on it doesnt explain the whole story Lets 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
Heres 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 Jve 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
bigBIG Big biG
bull bull bull bullBIG BBGG BBGg BbGgBbGG
bull bull bull bullBBGgBig BBgg BbGg Bbgg
bull IIIbullbullbiG BbGG bbGGBbGg bbGg
bull IIIbull bullbig BbGg Bbgg bbggbbGg
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 greenhazel 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 in this 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 httpsandwalkblogspotcom200702genetics-of-eye-colorhtml
Making Karyotypes (Adapted from Prentice Hall Lab Manual A)
NGSSS SC912L1610 Evaluate the impact of biotechnology on the individual society and the environment including medical and ethical issues AA HE912C14 Analyze how heredity and family history can impact personal health (Also addresses SC912L146)
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) bull Scissors bull 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
-111-8-------01-10shy ~
2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 11 18
19 20 21 22 23 Figure 1
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23
Figure 4
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
-8t8B--M-~-----~~--gs-~~---H-
19 20 21 22 23
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
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
--~
N $~ q1289 qJr
19
~
~ lt3II~ amp ~~
I I
2J6
II ~ 9
21
~H ~
I
~ ~~ ~~ ~
~
~e If 8 1
Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
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 middot6 Identify the donor with explanation on how you came to your
conclusion
CCc-
Forensic Files
Generous Donor
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 shythat of winning the lottery After many hours of contemplation I decided that I did not want to keep
Palm Print May Lead to Donors 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 115 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
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
Tapes from the security cameras are being reviewed Preliminary results show that four people were on the courthouse grounds between 12 midnight and 800 AM Officials would [ike to speak with these individuals
Differences in Similar Phenotypes
NGSSS SC912L161 Use Mendels Laws of Segregation and Independent Assortment to analyze patterns of inheritance AA SC912L162 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 ones 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 persons 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) bull Metric ruler bull 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 1
2 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
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
MF Hand Length (cm) Hand Width (cm)
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
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
Table 3 - Class Hand Length
Measurement of Hand of Males of Females Total No of Males
Length in cm and Females
I---~
--
I
I I
Table 4 - Class Hand Width
Measurement of Hand of Males of Females Total No of Males I
length in cm and Females
r-----~
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
Graph Title _____________--_________
r
I
I J
r+ I I
r
R I I
I t I
i
I I J I
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 Dlf 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)
11What would be the phenotypic name for the (WW) genotype 12What would be the phenotypic name for the (Ww) genotype 13What would be the phenotypic name for the (ww) genotype 14Are there any similarities in the graphs of the two characteristics If so what are they 15Are there any differences in the graphs of the two characteristics If so what are they 16ls 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
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 theres 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 well see later on it doesnt explain the whole story Lets 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
Heres 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 Jve 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
bigBIG Big biG
bull bull bull bullBIG BBGG BBGg BbGgBbGG
bull bull bull bullBBGgBig BBgg BbGg Bbgg
bull IIIbullbullbiG BbGG bbGGBbGg bbGg
bull IIIbull bullbig BbGg Bbgg bbggbbGg
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 greenhazel 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 in this 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 httpsandwalkblogspotcom200702genetics-of-eye-colorhtml
Making Karyotypes (Adapted from Prentice Hall Lab Manual A)
NGSSS SC912L1610 Evaluate the impact of biotechnology on the individual society and the environment including medical and ethical issues AA HE912C14 Analyze how heredity and family history can impact personal health (Also addresses SC912L146)
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) bull Scissors bull 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
-111-8-------01-10shy ~
2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 11 18
19 20 21 22 23 Figure 1
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23
Figure 4
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
-8t8B--M-~-----~~--gs-~~---H-
19 20 21 22 23
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
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
--~
N $~ q1289 qJr
19
~
~ lt3II~ amp ~~
I I
2J6
II ~ 9
21
~H ~
I
~ ~~ ~~ ~
~
~e If 8 1
Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
CCc-
Forensic Files
Generous Donor
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 shythat of winning the lottery After many hours of contemplation I decided that I did not want to keep
Palm Print May Lead to Donors 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 115 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
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
Tapes from the security cameras are being reviewed Preliminary results show that four people were on the courthouse grounds between 12 midnight and 800 AM Officials would [ike to speak with these individuals
Differences in Similar Phenotypes
NGSSS SC912L161 Use Mendels Laws of Segregation and Independent Assortment to analyze patterns of inheritance AA SC912L162 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 ones 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 persons 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) bull Metric ruler bull 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 1
2 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
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
MF Hand Length (cm) Hand Width (cm)
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
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
Table 3 - Class Hand Length
Measurement of Hand of Males of Females Total No of Males
Length in cm and Females
I---~
--
I
I I
Table 4 - Class Hand Width
Measurement of Hand of Males of Females Total No of Males I
length in cm and Females
r-----~
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
Graph Title _____________--_________
r
I
I J
r+ I I
r
R I I
I t I
i
I I J I
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 Dlf 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)
11What would be the phenotypic name for the (WW) genotype 12What would be the phenotypic name for the (Ww) genotype 13What would be the phenotypic name for the (ww) genotype 14Are there any similarities in the graphs of the two characteristics If so what are they 15Are there any differences in the graphs of the two characteristics If so what are they 16ls 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
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 theres 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 well see later on it doesnt explain the whole story Lets 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
Heres 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 Jve 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
bigBIG Big biG
bull bull bull bullBIG BBGG BBGg BbGgBbGG
bull bull bull bullBBGgBig BBgg BbGg Bbgg
bull IIIbullbullbiG BbGG bbGGBbGg bbGg
bull IIIbull bullbig BbGg Bbgg bbggbbGg
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 greenhazel 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 in this 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 httpsandwalkblogspotcom200702genetics-of-eye-colorhtml
Making Karyotypes (Adapted from Prentice Hall Lab Manual A)
NGSSS SC912L1610 Evaluate the impact of biotechnology on the individual society and the environment including medical and ethical issues AA HE912C14 Analyze how heredity and family history can impact personal health (Also addresses SC912L146)
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) bull Scissors bull 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
-111-8-------01-10shy ~
2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 11 18
19 20 21 22 23 Figure 1
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23
Figure 4
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
-8t8B--M-~-----~~--gs-~~---H-
19 20 21 22 23
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
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
--~
N $~ q1289 qJr
19
~
~ lt3II~ amp ~~
I I
2J6
II ~ 9
21
~H ~
I
~ ~~ ~~ ~
~
~e If 8 1
Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
Differences in Similar Phenotypes
NGSSS SC912L161 Use Mendels Laws of Segregation and Independent Assortment to analyze patterns of inheritance AA SC912L162 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 ones 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 persons 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) bull Metric ruler bull 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 1
2 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
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
MF Hand Length (cm) Hand Width (cm)
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
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
Table 3 - Class Hand Length
Measurement of Hand of Males of Females Total No of Males
Length in cm and Females
I---~
--
I
I I
Table 4 - Class Hand Width
Measurement of Hand of Males of Females Total No of Males I
length in cm and Females
r-----~
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
Graph Title _____________--_________
r
I
I J
r+ I I
r
R I I
I t I
i
I I J I
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 Dlf 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)
11What would be the phenotypic name for the (WW) genotype 12What would be the phenotypic name for the (Ww) genotype 13What would be the phenotypic name for the (ww) genotype 14Are there any similarities in the graphs of the two characteristics If so what are they 15Are there any differences in the graphs of the two characteristics If so what are they 16ls 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
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 theres 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 well see later on it doesnt explain the whole story Lets 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
Heres 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 Jve 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
bigBIG Big biG
bull bull bull bullBIG BBGG BBGg BbGgBbGG
bull bull bull bullBBGgBig BBgg BbGg Bbgg
bull IIIbullbullbiG BbGG bbGGBbGg bbGg
bull IIIbull bullbig BbGg Bbgg bbggbbGg
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 greenhazel 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 in this 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 httpsandwalkblogspotcom200702genetics-of-eye-colorhtml
Making Karyotypes (Adapted from Prentice Hall Lab Manual A)
NGSSS SC912L1610 Evaluate the impact of biotechnology on the individual society and the environment including medical and ethical issues AA HE912C14 Analyze how heredity and family history can impact personal health (Also addresses SC912L146)
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) bull Scissors bull 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
-111-8-------01-10shy ~
2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 11 18
19 20 21 22 23 Figure 1
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23
Figure 4
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
-8t8B--M-~-----~~--gs-~~---H-
19 20 21 22 23
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
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
--~
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19
~
~ lt3II~ amp ~~
I I
2J6
II ~ 9
21
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I
~ ~~ ~~ ~
~
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Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
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
MF Hand Length (cm) Hand Width (cm)
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
MF
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
Table 3 - Class Hand Length
Measurement of Hand of Males of Females Total No of Males
Length in cm and Females
I---~
--
I
I I
Table 4 - Class Hand Width
Measurement of Hand of Males of Females Total No of Males I
length in cm and Females
r-----~
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
Graph Title _____________--_________
r
I
I J
r+ I I
r
R I I
I t I
i
I I J I
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 Dlf 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)
11What would be the phenotypic name for the (WW) genotype 12What would be the phenotypic name for the (Ww) genotype 13What would be the phenotypic name for the (ww) genotype 14Are there any similarities in the graphs of the two characteristics If so what are they 15Are there any differences in the graphs of the two characteristics If so what are they 16ls 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
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 theres 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 well see later on it doesnt explain the whole story Lets 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
Heres 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 Jve 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
bigBIG Big biG
bull bull bull bullBIG BBGG BBGg BbGgBbGG
bull bull bull bullBBGgBig BBgg BbGg Bbgg
bull IIIbullbullbiG BbGG bbGGBbGg bbGg
bull IIIbull bullbig BbGg Bbgg bbggbbGg
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 greenhazel 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 in this 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 httpsandwalkblogspotcom200702genetics-of-eye-colorhtml
Making Karyotypes (Adapted from Prentice Hall Lab Manual A)
NGSSS SC912L1610 Evaluate the impact of biotechnology on the individual society and the environment including medical and ethical issues AA HE912C14 Analyze how heredity and family history can impact personal health (Also addresses SC912L146)
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) bull Scissors bull 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
-111-8-------01-10shy ~
2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 11 18
19 20 21 22 23 Figure 1
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23
Figure 4
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
-8t8B--M-~-----~~--gs-~~---H-
19 20 21 22 23
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
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
--~
N $~ q1289 qJr
19
~
~ lt3II~ amp ~~
I I
2J6
II ~ 9
21
~H ~
I
~ ~~ ~~ ~
~
~e If 8 1
Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
Table 3 - Class Hand Length
Measurement of Hand of Males of Females Total No of Males
Length in cm and Females
I---~
--
I
I I
Table 4 - Class Hand Width
Measurement of Hand of Males of Females Total No of Males I
length in cm and Females
r-----~
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
Graph Title _____________--_________
r
I
I J
r+ I I
r
R I I
I t I
i
I I J I
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 Dlf 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)
11What would be the phenotypic name for the (WW) genotype 12What would be the phenotypic name for the (Ww) genotype 13What would be the phenotypic name for the (ww) genotype 14Are there any similarities in the graphs of the two characteristics If so what are they 15Are there any differences in the graphs of the two characteristics If so what are they 16ls 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
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 theres 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 well see later on it doesnt explain the whole story Lets 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
Heres 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 Jve 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
bigBIG Big biG
bull bull bull bullBIG BBGG BBGg BbGgBbGG
bull bull bull bullBBGgBig BBgg BbGg Bbgg
bull IIIbullbullbiG BbGG bbGGBbGg bbGg
bull IIIbull bullbig BbGg Bbgg bbggbbGg
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 greenhazel 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 in this 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 httpsandwalkblogspotcom200702genetics-of-eye-colorhtml
Making Karyotypes (Adapted from Prentice Hall Lab Manual A)
NGSSS SC912L1610 Evaluate the impact of biotechnology on the individual society and the environment including medical and ethical issues AA HE912C14 Analyze how heredity and family history can impact personal health (Also addresses SC912L146)
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) bull Scissors bull 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
-111-8-------01-10shy ~
2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 11 18
19 20 21 22 23 Figure 1
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23
Figure 4
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
-8t8B--M-~-----~~--gs-~~---H-
19 20 21 22 23
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
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
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Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
Graph Title _____________--_________
r
I
I J
r+ I I
r
R I I
I t I
i
I I J I
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 Dlf 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)
11What would be the phenotypic name for the (WW) genotype 12What would be the phenotypic name for the (Ww) genotype 13What would be the phenotypic name for the (ww) genotype 14Are there any similarities in the graphs of the two characteristics If so what are they 15Are there any differences in the graphs of the two characteristics If so what are they 16ls 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
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 theres 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 well see later on it doesnt explain the whole story Lets 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
Heres 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 Jve 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
bigBIG Big biG
bull bull bull bullBIG BBGG BBGg BbGgBbGG
bull bull bull bullBBGgBig BBgg BbGg Bbgg
bull IIIbullbullbiG BbGG bbGGBbGg bbGg
bull IIIbull bullbig BbGg Bbgg bbggbbGg
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 greenhazel 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 in this 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 httpsandwalkblogspotcom200702genetics-of-eye-colorhtml
Making Karyotypes (Adapted from Prentice Hall Lab Manual A)
NGSSS SC912L1610 Evaluate the impact of biotechnology on the individual society and the environment including medical and ethical issues AA HE912C14 Analyze how heredity and family history can impact personal health (Also addresses SC912L146)
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) bull Scissors bull 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
-111-8-------01-10shy ~
2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 11 18
19 20 21 22 23 Figure 1
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23
Figure 4
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
-8t8B--M-~-----~~--gs-~~---H-
19 20 21 22 23
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
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
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~
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I I
2J6
II ~ 9
21
~H ~
I
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~
~e If 8 1
Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
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 Dlf 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)
11What would be the phenotypic name for the (WW) genotype 12What would be the phenotypic name for the (Ww) genotype 13What would be the phenotypic name for the (ww) genotype 14Are there any similarities in the graphs of the two characteristics If so what are they 15Are there any differences in the graphs of the two characteristics If so what are they 16ls 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
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 theres 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 well see later on it doesnt explain the whole story Lets 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
Heres 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 Jve 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
bigBIG Big biG
bull bull bull bullBIG BBGG BBGg BbGgBbGG
bull bull bull bullBBGgBig BBgg BbGg Bbgg
bull IIIbullbullbiG BbGG bbGGBbGg bbGg
bull IIIbull bullbig BbGg Bbgg bbggbbGg
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 greenhazel 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 in this 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 httpsandwalkblogspotcom200702genetics-of-eye-colorhtml
Making Karyotypes (Adapted from Prentice Hall Lab Manual A)
NGSSS SC912L1610 Evaluate the impact of biotechnology on the individual society and the environment including medical and ethical issues AA HE912C14 Analyze how heredity and family history can impact personal health (Also addresses SC912L146)
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) bull Scissors bull 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
-111-8-------01-10shy ~
2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 11 18
19 20 21 22 23 Figure 1
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23
Figure 4
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
-8t8B--M-~-----~~--gs-~~---H-
19 20 21 22 23
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
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
--~
N $~ q1289 qJr
19
~
~ lt3II~ amp ~~
I I
2J6
II ~ 9
21
~H ~
I
~ ~~ ~~ ~
~
~e If 8 1
Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
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 theres 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 well see later on it doesnt explain the whole story Lets 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
Heres 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 Jve 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
bigBIG Big biG
bull bull bull bullBIG BBGG BBGg BbGgBbGG
bull bull bull bullBBGgBig BBgg BbGg Bbgg
bull IIIbullbullbiG BbGG bbGGBbGg bbGg
bull IIIbull bullbig BbGg Bbgg bbggbbGg
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 greenhazel 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 in this 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 httpsandwalkblogspotcom200702genetics-of-eye-colorhtml
Making Karyotypes (Adapted from Prentice Hall Lab Manual A)
NGSSS SC912L1610 Evaluate the impact of biotechnology on the individual society and the environment including medical and ethical issues AA HE912C14 Analyze how heredity and family history can impact personal health (Also addresses SC912L146)
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) bull Scissors bull 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
-111-8-------01-10shy ~
2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 11 18
19 20 21 22 23 Figure 1
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23
Figure 4
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
-8t8B--M-~-----~~--gs-~~---H-
19 20 21 22 23
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
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
--~
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~
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I I
2J6
II ~ 9
21
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I
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Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
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 greenhazel 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 in this 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 httpsandwalkblogspotcom200702genetics-of-eye-colorhtml
Making Karyotypes (Adapted from Prentice Hall Lab Manual A)
NGSSS SC912L1610 Evaluate the impact of biotechnology on the individual society and the environment including medical and ethical issues AA HE912C14 Analyze how heredity and family history can impact personal health (Also addresses SC912L146)
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) bull Scissors bull 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
-111-8-------01-10shy ~
2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 11 18
19 20 21 22 23 Figure 1
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23
Figure 4
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
-8t8B--M-~-----~~--gs-~~---H-
19 20 21 22 23
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
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
--~
N $~ q1289 qJr
19
~
~ lt3II~ amp ~~
I I
2J6
II ~ 9
21
~H ~
I
~ ~~ ~~ ~
~
~e If 8 1
Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
Making Karyotypes (Adapted from Prentice Hall Lab Manual A)
NGSSS SC912L1610 Evaluate the impact of biotechnology on the individual society and the environment including medical and ethical issues AA HE912C14 Analyze how heredity and family history can impact personal health (Also addresses SC912L146)
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) bull Scissors bull 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
-111-8-------01-10shy ~
2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 11 18
19 20 21 22 23 Figure 1
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23
Figure 4
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
-8t8B--M-~-----~~--gs-~~---H-
19 20 21 22 23
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
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
--~
N $~ q1289 qJr
19
~
~ lt3II~ amp ~~
I I
2J6
II ~ 9
21
~H ~
I
~ ~~ ~~ ~
~
~e If 8 1
Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
-111-8-------01-10shy ~
2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 11 18
19 20 21 22 23 Figure 1
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23
Figure 4
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
-8t8B--M-~-----~~--gs-~~---H-
19 20 21 22 23
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
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
--~
N $~ q1289 qJr
19
~
~ lt3II~ amp ~~
I I
2J6
II ~ 9
21
~H ~
I
~ ~~ ~~ ~
~
~e If 8 1
Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
-8t8B--M-~-----~~--gs-~~---H-
19 20 21 22 23
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
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
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Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
ResultsConclusions 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
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
--~
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19
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I I
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II ~ 9
21
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I
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~e If 8 1
Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
Incomplete Karyotype Analysis - provided by the Forensics Dept Long Island New York
--~
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19
~
~ lt3II~ amp ~~
I I
2J6
II ~ 9
21
~H ~
I
~ ~~ ~~ ~
~
~e If 8 1
Figure 2
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
Security Camera Footage from Courthouse
Hand Size (cm) I EyeDescriptionDisorderSubject Color
Ted L25XW 17
Tonia L 18 X W 13
ExtraDown chromosome I-------------l
syndrome 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 Single X in syndrome female (XO)
Anita Blue-green
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
UNWRAPPING BENCHMARKS
SC912L161
Reporting Category Classification Heredity and Evolution
Use Mendels laws of segregation and independent assortment to analyze patterns of inheritance (Also assesses SC912L162)
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 7500 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
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
bull To ensure that all students have an equal opportunity to learn
bull To prioritize and discern which benchmarks are most important for academic instructional priorities
bull To establish and drive instructional priorities bull To determine the rigor and relevance of student
work classwork homework interventions and assessment
bull To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins
bull To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks learning a nd instruction s
-j(j(UnwrappIQg the ~~JlchmarkS
Unvvrappingii allovvs educators to
bull Knovv and understand the critical attributes Identify vvhat prerequisite skills are needed to
master the benchmark Present learning in a variety of contexts vvhile
differentiating for learning needs Implement the appropriate assessment to
determine the level of achievement Integratethe understanding of benchmarks into
the continuous improvement model (PDCA)
A check-off list of benchmarks that you have coveredN
An isolated activity unrelated to instruction or assessment
A document for EVERY benchmark
A one-time event
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
~~bullbull~~ry population will ~ -- middotaIfuJxuigtod population will inaease
clam WODn population will increase middotDTbe)hytoplankton population will increase
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
Unwrapping the Benchmarks
1 Prerequisite Skills bull What prior knowledge understanding or reasoning will you require to master the
concept
2 Vocabulary bull What vocabulary needs to be understood to master the concept
3 Achievement Criteria bull What performance skills will demonstrate mastery of the concept bull What product will demonstrate mastery of the concept
4 Differentiated Instruction bull How will you differentiate instruction to address different learning styles and ensure
mastery of the concept
5middotmiddot Assessing Proficiency bull What assessment will give you data about student progress towards the mastery of the
concept
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _
6 Benchmark Support Material -- bull What materials (consumables textbook etc) directly provide instructional support to
teach this benchmark
7 Technology bull What resources will provide support to teach this benchmark
8 High Order Questioning Strategies bull 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 bull What is some important information described in the Item Specifications that needs to be
addressed
_P~tfL language bull
concepts
_ _ What additional information will you il1corporate into the lesson to clarify difficult _