June 5-11
Lesson 3 ~ Chapter 3 (Mendelian Genetics) (Continued)
DUE AT THE END OF THIS WEEK (on June 11): Take Home Test #1 and the Evolution Lab Report
This week you will continue to learn about heredity and Mendel’s experiments. As you study this week, think about how we can tie in what Mendel learned to help us better understand how evolution and natural selection work. For instance, one premise of natural selection is that there is variety among a population. In terms of genetics, what accounts for that? Why don’t all organisms of a population look exactly the same? What is a mutation and where do they come into play? Do you think that all mutations are harmful to an organism, or are there beneficial mutations? What would life on Earth look like if mutations did not occur?
One tool that scientists use to determine the genotypes of offspring produced from the gametes of two parents is called a Punnett square. A Punnett square combines all of the male alleles with all of the female alleles. In this lesson’s practice test, you will see some questions in which you will need to make a Punnett square in order to find your answers. We will walk through two of those together here.
Question: Wild type fruit flies have broad, straight wings and pale-colored bodies with dark transverse stripes. Some fruit flies mutant for the wing size trait have vestigial wings, an allele that is recessive to the wild type allele. ebony body color is recessive to the normal pale, striped body color. Two flies heterozygous for both traits mentioned above are mated. What proportion of their offspring will exhibit the dominant phenotype for both traits? A dihybrid cross can help answer this question.
The Essay on Lord of the Flies Lit Analysis
Do novels have a deeper meaning to them than what the author writes? Golding reflects the two sides of human nature in “Lord of the Flies” by using imagery. Imagery is conveyed to develop the hidden meanings of human nature through the use of specific references through the themes of light and dark imagery. Golding conveys dark imagery throughout the novel by making references to evil. From the ...
First, we must identify our alleles:
V=dominant wild type allele for wings (broad, straight wing)
v=recessive allele (vestigial wings)
E=dominant wild type allele for color (pale, striped)
e=recessive allele (ebony)
With a dihybrid cross we start the P generation (P1) with parents with these genotypes: VVEE x vvee
All of their offspring, which are the F1 generation, will have this genotype:
VeEe
We can then use members of that population to create the F2 generation. As you can see above, each parent each parent is heterozygous (VvEe) so that means that each will have one dominant allele and one recessive allele for each trait.
Here is our genetic cross: VvEe x VvEe
In order to answer the question that was stated earlier, we can set up a Punnett square. There are 4 possible allele combinations that each parent can pass on based on the given genotypes. Those are VE, Ve, vE, ve. So, we put those across the top to represent one parent and down the side to represent the other parent (those are written in red).
Each box with black typing represents the genotype of a particular offspring. There are 16 possibilities here. Of those, 9/16 (those filled in with yellow), will show both dominant traits. Remember, these are members of the F2 generation of the dihybrid cross.
VE Ve vE ve
VE VVEE VVEe VvEE VvEe
The Essay on Lesson 8 Key Question
To begin Viewing and critiquing King Lear Act III scene ii, Directed by Richard Ouzounian, written by William Shakespeare, I noticed that overall the production is good, but there are some weaknesses that could be better if a little afford applied and similarly, there are strength that gives the production good features. I watch the scene and I found out that the strengths and weakness of the ...
Ve VVEe VVee VvEe Vvee
vE VvEE VvEe vvEE vvEe
ve VeEe Vvee vvEe vvee
Another question asks: What proportion of the offspring in the cross mentioned in the previous question are vestigial winged and have ebony body color (those would have the genotype vvee) and what proportion have pale, striped bodies and vestigial wings (those would be vvEE or vvEe)? The vestigial wing and ebony body box is filled in with green (1/16).
The pale, striped body and vestigial wings are filled in with blue (3/16).
VE Ve vE ve
VE VVEE VVEe VvEE VvEe
Ve VVEe VVee VvEe Vvee
vE VvEE VvEe vvEE vvEe
ve VeEe Vvee vvEe vvee
So, in a dihybrid cross the F2 generation has a 9:3:3:1 ratio of phenotypes.
Assignment Information
• Finish reading Lesson 3 online and completing online activities.
• Finish reading Chapter 3 in your text (pages 61-88).
• Finish working on the Evolution Lab. This is due at the end of the week, on June 11. Please see directions below as well as supplemental announcement that was posted last week about this lab. Also, please make sure to upload the lab report using the link in the lesson since it contains graphs.
• Finish answering the Summarizing Your Learning questions at the end of Lesson 3 (one of these questions will be an essay question for Essay # 2 that is due Week 6).
• Complete the Take Home Test #1. This is due at the end of the week, on June 11. Make sure that you only submit the test one time.
Objectives
In this lesson the competencies you will be expected to master are:
• Analyze the events and processes involved in inheritance.
• Describe and analyze the processes that result in mutations.
The lesson objectives are:
• Explain how traits are passed from generation to generation, including monohybrid and dihybrid crosses.
• Compare different inheritance patterns, including dominant, recessive, homozygous, heterozygous, pleiotropy, multiple alleles, codominance, and incomplete dominance.
• Explain Mendel’s laws and apply each to the process of inheritance.
• Distinguish between genotype and phenotype.
• Explain how genetic variation in a species occurs, including mutations and inheritance patterns.
• Analyze Mendel’s studies in genetics and how they contributed to our knowledge of genetics today.
The Homework on Mathematics Technology Lesson Plan
NTeQ Lesson Plan Project Title: Developing Time Management Unit Topic: Statistics and Data Collection Grade Level: High School (9th-12th) Overview: Students all over the world seem to battle with time management. Many students are involved in extra-curricular activities, or they work while they attend school. Therefore, they not only have the burden of the everyday school assignments, they have ...
Key Terms
These are the key terms for Lesson 3. Make sure to check out (and hopefully use) the Lesson 1-3 Vocabulary Flashcards that are posted in Document Sharing.
Alleles Carriers
Cross pollination Dihybrid cross
Eggs Fertilization
First filial generation Gene
Genotype Heterozygous
Homozygous Hybrids
Incomplete dominance Law of Independent Assortment
Law of Segregation Lethal
Mutation Phenotype
Pleiotropy Pollen
Polygenic Population genetics
Punnett square Recombination
Rule of products Second filial generation
Sperm Wild
