Genetics

flat =Vocabulary= Define the following: =Genetic disorders research= In order to better understand different genetic irregularities, you will research and summarize a genetic condition of your choice.
 * 1) Probability
 * 2) Homozygous
 * 3) Heterozygous
 * 4) Phenotype
 * 5) Genotype
 * 6) Punnett square
 * 7) Independent assortment
 * 8) Homologous
 * 9) Tetrad
 * 10) Zygote
 * 11) Incomplete dominance
 * 12) Codominance
 * 13) Multiple allele
 * 14) Polygenic trait
 * 15) Genetics
 * 16) Fertilization
 * 17) Trait
 * 18) Hybrid
 * 19) Gene
 * 20) Allele
 * 21) Principle of dominance
 * 22) Segregation
 * 23) Gamete
 * 24) Linked gene
 * 25) Gregor Mendel

Click on your disorder in the [|chart]. Sign up on the paper in class. Explain the following:

1. What causes this condition? (There are two ways to look at this one - In terms of DNA, what causes the irregularity, and also, what can trigger this genetic change?) 2. How is it diagnosed? 3. Who gets this disorder? Discuss percentages, subgroups of people, etc. Is the disorder genetic in nature or is it caused by something environmental? 4. What are the symptoms of this disorder? 5.Summarize other information that is important. 6. What level is your disorder? Use this [|chart].

=Genetic Issues= What do you think about this issue? Watch this video and write two or more paragraphs about the issue on your blog. Be sure to use information from the video and it may be helpful to look at other information on the Internet as well. media type="custom" key="8820314"

=Probability=

1. What is the chance that one penny tossed will turn up heads?

2. What were your possible outcomes from the one penny toss?

3. What results did you get when you tossed a penny 10 times? 100 times?

4. Is there a better chance of getting half of your tosses being heads and half being tails when you toss 10 times or 100 times? Why? Which of your results were actually closer to what you expected (tossing 10 times or 100 times?)

5. What are the possible outcomes of tossing two pennies at the same time (or try tossing a penny and another coin at the same time)?

6. What is the chance that both will be heads? One heads and one tails? Both tails?

7. What percent did you actually get for those outcomes when you tossed the two coins?

8. Explain how independent assortment is shown by this activity.

9. How does this activity explain the variation that can exist with the many traits in your family?

Choose a trait from the class traits lab (or another trait) to discuss what you learned from the Probability activity. Be sure to address the alst two questions of the lab as well as the chance of you or your family members receiving certain traits.
 * Assignment:**

=Class traits questions for Biology=

1. Did more boys or girls in your class have a long second toe? 2. What percent of people in the class have mid-digital hair? 3. How would you determine whether a trait is dominant or recessive? 4. Which traits surprised you at being dominant or recessive? Why? 5. Take one of the class traits and determine whether members of your family are dominant or recessive.

=Class Traits=

3rd period results: https://spreadsheets.google.com/ccc?key=0AlUSISFTqhaldFNiQXdVZUpucDdmbDNoQXBkd1NiZ0E&hl=en&authkey=CJK5t90N

1st period results: https://spreadsheets.google.com/ccc?key=0AlUSISFTqhaldFVLc1U4QU5qQXNfSHJlbmFkNEZjbEE&hl=en&authkey=CKW-l-0I

Excel file:


 * Analysis:**

View the data that have been collected collaboratively from all over. You will only be able to compare the traits that are found on the linked site. Obviously, we investigated more traits in class.
 * 1) Focus in on 2 or more of the traits, whether they are dominant or recessive, and whether the numbers portray them as dominant or recessive.
 * 2) What statements or questions can you make about the data as well as the comparison of data between our classes and elsewhere. Doing additional research here is recommended such as chromosome location, facts about the trait, etc.
 * 3) You will also look at 2 other traits not used on the site that we looked at in class. **You will need to determine the total of girls that have the trait/don't have and the total of boys that have the trait/don't have. You will also need to determine the total of all who have the trait/don't have the trait. In the end you will need to determine what is dominant and what is recessive (the trait that has the most numbers is not always dominant!).** Doing additional research here is recommended such as chromosome location, facts about the trait, etc.
 * 4) Discuss your genotype and phenotype with one of the traits and discuss the possible genotypes of your parents/siblings. I am looking that you can identify the possibility of receiving certain alleles from your parents and that you understand the laws of segregation and independent assortment.

=Practice genetic crosses= Complete the following monohybrid, codominance, incomplete dominance, sex-linked, and multiple allele crosses: = = =Pedigrees and Karyotypes= Pedigrees: Complete the activity in class.

Karyotypes:

=Genetic engineering=

Complete the following document using chapter 15: