Download Genetics Project

You’ve Got the Cutest Little Baby Face!
In this activity, you will first gather information about your own facial traits. Then we
will proceed with the joyous genetics mating simulation! You’ve learned about the
making of sex cells, the joining of sex cells, the importance of DNA, the wonderful
world of passing DNA to the future generations by the laws of heredity, and have
worked countless genetics problems of many types. You are ready! Let’s put all this
great knowledge to the test in a real life scenario. You will be ―making‖ two
children with a partner using your own genotypes and phenotypes. You will
simulate the joining of gametes, to pass on the thirty traits to your own offspring.
Follow the guidelines carefully. Don’t cheat on your traits—―Let fate decide!‖
STEP 1
Review the packet of facial phenotypes and genotypes. Record your genotypes in
the chart (in your packet). If you show the dominant phenotype, flip a coin to
determine your genotype (HH or Hh). You can finalize your genotypes by looking at
your parents’ traits at home. This is only important if you have the dominant trait. If
both parents have the dominant trait as well, assume you are homozygous
dominant. If one parent shows the recessive form, you know that you are
heterozygous. If you don’t know your parents’ phenotypes, assume you are
heterozygous for some and homozygous for some.
STEP 2
Ms. Gates will draw names from the jar to determine your spouse. Exchange
information with each other and complete your traits chart.
STEP 3
The first task is to have the ―daddy‖ flip a coin to determine if the baby will be a
giggly girl or a bouncing boy. Dad has to do this twice. Sorry moms—remember
the male determines the sex of the baby. You only have X chromosomes to offer.
Use heads for girl and tails for boy.
STEP 4
Now, figure out the genotypes and phenotypes of your two children. One child’s
information will be on mommy’s sheet and the other on the daddy’s sheet. To
figure out the genotypes for the children, you need to look at the parents’
genotypes. If a parent is homozygous for a trait, there is only choice for the allele
that goes to the child. If the parent is heterozygous, flip a coin. Dominant is heads,
recessive is tails. Remember, this simulates real life chance! Figure out all the
genotypes for your two children. Remember you are making siblings, not identical
twins. Some traits will vary.
STEP 5
Now use the ―traits sheet‖ to figure out the phenotypes of your children. You are
now the proud parents of these two little ones. Aren’t you glad this is just pretend!
There’s no diapers or crying in this game.
REFLECTIONS AND ANALYSIS
THE PRETTY PORTRAIT
 Create a portrait of your child’s face. You will do a portrait of one
child and you partner will do a portrait of the other.
 Use at least twenty of the thirty traits that you determined.
 Sketch the child at your age (12-13).
 Use color!
 Write you child’s name on the portrait.
WRITTEN ANALYSIS
List two examples of traits that show complete dominance from this activity.
Example trait: face shape
1. _____________________
2. _____________________
List two examples of traits that show incomplete dominance from this activity.
Example trait: eye distance
1. _____________________
2. _____________________
List 3 identical phenotypes between you and your child.
1. _____________________
2. _____________________
3. _____________________
List 3 different phenotypes between you and your child.
1. _____________________
2. _____________________
3. _____________________
Give one example where your child has the same phenotype as you, but a
different genotype.
1. _____________________
Directions: Create Punnett Squares for the following traits. Pay attention to the
problem type.
a. Eyebrow thickness
What is your child’s genotype? __________
What is your child’s phenotype? ____________________
b. Hairy ears
What is your child’s genotype? __________
What is your child’s phenotype? ____________________
c. Hair type
What is your child’s genotype? __________
What is your child’s phenotype? ____________________
d. Eye distance
What is your child’s genotype? __________
What is your child’s phenotype? ____________________
Directions: In a short paragraph, summarize what you did in this activity.
Topic Sentence:
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Conclusion sentence:
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Final Paragraph
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Directions: In a short paragraph, answer this question:
―What role does DNA play in the expression of traits? How is DNA the code of
life?‖
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3-5 sentences
Topic sentence OR conclusion sentences
Hint: Use the words: gene, chromosome, allele, code, inherit
Topic sentence:
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Final Paragraph
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Directions: Using the vocabulary below, write a concluding paragraph that
answers the question…”Why do we look different from our parents and siblings?”
Include a topic sentence and a conclusion sentence
 Here are some definitions that will help you to answer the question using
all of the required vocabulary (don’t forget to use “chance” too)
Meiosis – the process of making gametes or sex cells (eggs, sperm)
Phenotype – what a trait ―looks‖ like (ex: brown eyes, straight hair)
Genotype – the alleles an individual has for a particular train (ex: AA or Aa)
Chromosomes – Humans have 46 of these ―strings‖ of DNA in their body cell
nuclei; contain your genetic code
Gene – a section of a chromosome that codes for a particular trait
Alleles – the different versions or forms of a gene (A or a)
Fertilization – When the female’s egg cell fuses with the male’s sperm cell
Sperm – male sex cell (gamete)
Ovum (egg) – female sex cell (gamete)
Topic Sentence:
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Conclusion sentence:
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Final Paragraph
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What hopes and dreams do you have for your children (in the future)?
Be sure that you staple together and turn in the following items:
 Portrait of your child
 Completed traits chart
 This worksheet packet