* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Human Genetics Class Survey Data Sheet
Survey
Document related concepts
Genetic drift wikipedia , lookup
Genetic engineering wikipedia , lookup
Genome (book) wikipedia , lookup
Medical genetics wikipedia , lookup
Human genetic variation wikipedia , lookup
Public health genomics wikipedia , lookup
Hardy–Weinberg principle wikipedia , lookup
Genetic testing wikipedia , lookup
Population genetics wikipedia , lookup
Pharmacogenomics wikipedia , lookup
Designer baby wikipedia , lookup
Microevolution wikipedia , lookup
Heritability of IQ wikipedia , lookup
Behavioural genetics wikipedia , lookup
Transcript
Human Genetic Variations Class Survey Name________________________ Date:_____________ Period:_____ Standards: BI2. g. Students know how to predict possible combinations of alleles in a zygote from the genetic makeup of the parents. BI3. a. Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive). BI3. b. Students know the genetic basis for Mendel’s laws of segregation and independent assortment. Objectives: SWBAT… Explain the genetic factors that influence the way we look. Recognize that DNA contains the genetic information that determines the way we look. Explain and describe how genetic information is passed from parents to offspring. Predict the physical characteristics of an organism based on its genetic make up. Part I. Data Collection Directions: Use the information the pictures on the Human Phenotypes Sheet http://learn.genetics.utah.edu/content/begin/traits/activities/pdfs/Inherited%20Hu man%20Traits%20Quick%20Reference_Public.pdf to fill in the table below. Determine if you have dominant or recessive traits. If you have a dominant trait write the dominant allele (capital letter) in the genotype/phenotype column. If you have a recessive trait write two recessive alleles (lowercase letter) in the genotype column. Record the corresponding phenotype to your genotype in the genotype/phenotype column. After filling in the table below record your data on the classroom board. . Trait Gene Phenotypes Your Class Class Symbol Genotype/Phenotype Total Total w/ w/ Dominant Recessive Phenotype Phenotype Tongue R / rr Tongue rolling roller/Unable to roll tongue Widow’s W / ww Widows’ peak peak present/ Widow’s peak absent Earlobes E / ee Unattached earlobe / Attached earlobe PTC T/ tt Thumb H / hh Little Finger F/ ff Finger hair M / mm Dimples D / dd Big toe (hallux) Index finger Ha/ haha S/ ss Bitter taste/ No taste Straight thumb/ Hitchhiker’s thumb Bent little finger/ Straight little finger Mid-digital hair present / Absence of mid-digital hair Dimples Present / Absence of dimples Short hallux/ Long hallux Short index finger / Long index finger Part II. Analyzing the Data Graph Creation: Create a bar graph or other appropriate chart using Microsoft Word or Excel that displays your data you collected (class total with the dominant/recessive phenotypes). 1.) To create a graph select the “Insert” tab, and select “Chart”. 2.) Complete your graph by filling in the data table. Make sure to include the following on your graph: title, labeled axes, a key/legend, and different colors to represent the data. 3.) Using the data above locate an individual in the class that has all of the same traits as you. If you cannot find any individual who has all of the same traits then find a classmate that has two or more of the same traits as you. List the common traits below and individual’s name. 4.) Identify any observable phenotype ratios. 5.) Which trait had the highest percentage of occurrence in the class? 6.) Which trait had the lowest percentage of occurrence in the class? Follow-up Questions: Answer the questions below in complete sentences. You may use the resources listed below to help with this. Resources: http://biology.clc.uc.edu/courses/bio105/geneprob.htm http://www.youtube.com/watch?v=prkHKjfUmMs http://www.phschool.com/atschool/phbio/active_art/punnett_squares/ http://learn.genetics.utah.edu/content/begin/traits/activities/pdfs/Inherited%20Hu man%20Traits%20Quick%20Reference_Public.pdf Questions: 1.) If a couple without widow’s peaks had children, is there any chance that their children will have widow’s peaks? Why? 2.) Do you think there is a benefit to being able to taste PTC (phenylthiocarbonate)? 3.) Can you think of any other common traits that we did not observe today? 4.) Create a Punnett Square showing the cross between you and your partner for one trait (widow’s peak, dimples, earlobes, etc.). Make sure to list the probability of the genotypes and phenotypes.