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Meiosis and Genetics Unit Plan
Introductory Biology Class (9th grade)
State Standards
L4.p1A- Compare and contrast the differences between sexual and asexual reproduction.
L4.p2A- Explain that the traits of an individual are influenced by both the environment and the
genetics of the individual. Acquired traits are not inherited; only genetic traits are
inherited.
B4.1A- Draw and label a homologous chromosome pair with heterozygous alleles highlighting a
particular gene location.
B4.1B- Explain that the information passed from parents to offspring is transmitted by
means of genes that are coded in DNA molecules. These genes contain the
information for the production of proteins.
B4.1c- Differentiate between dominant, recessive, codominant, polygenic, and sex-linked traits.
B4.1d- Explain the genetic basis for Mendel’s laws of segregation and independent assortment.
B4.1e- Determine the genotype and phenotype of monohybrid crosses using a Punnett
Square.
B4.2A- Show that when mutations occur in sex cells, they can be passed on to offspring
(inherited mutations).
B4.2B- Recognize that every species has its own characteristic DNA sequence.
B4.3A- Compare and contrast the processes of cell division (mitosis and meiosis),
particularly as those processes relate to production of new cells and to passing on
genetic information between generations.
B4.3B- Explain why only mutations occurring in gametes (sex cells) can be passed on to
offspring.
B4.3C- Explain how it might be possible to identify genetic defects from just a karyotype of a
few cells.
B4.3d- Explain that the sorting and recombination of genes in sexual reproduction result in
a great variety of possible gene combinations from the offspring of two parents.
B4.3e- Recognize that genetic variation can occur from such processes as crossing over, jumping
genes, and deletion and duplication of genes.
*Bolded standards are ones that the science department at Reeths-Puffer has labeled as the most
important. The unit has been aligned with these state standards and emphasis has been given to
those concepts that the district has identified as important. There were no mandatory labs that
the district had requested be done.
Unit Objectives
1. The students will be able to show and describe the steps involved in meiosis and state the
similarities and differences compared with mitosis.
2. The students will be able to explain the effects Gregor Mendel had on the study of
genetics and the discoveries he made that still hold true.
3. The students will be able to describe some of the ways variation occurs during cellular
reproduction.
4. The students will be able to calculate phenotypic and genotypic ratios and can do these
problems using Punnett square diagrams.
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Overview and Major Concepts
This unit is being designed to follow a unit on Mitosis and Cellular Growth and Reproduction.
Students will understand the steps of meiosis and be able to compare/contrast those steps and
results with those of mitosis. Meiosis is the beginning of sexual reproduction and will be
described in the setting of what it leads to (fertilization of a zygote). Meiosis will then be used to
describe the basics of genetics, how genes are inherited and why there is such a large amount of
genetic variation. Students will be able to solve basic genetics problems multiple ways, with
emphasis on using Punnett squares. Throughout the unit the concepts will be linked to real
world examples when applicable so the students can see how practical this information is in their
lives. This unit will then lead into a unit on DNA, Transcription and Translation.
Equipment and Technology
 PowerPoint/Computer/Internet access
 Projector
 SMARTboard
 Textbooks and supplemental readings
 Each day has its own specific materials listed in the agenda
Length of Unit
This unit is 18 days long, 16 days with a day for testing on the subject matter and a day for test
correctives.
Daily Agendas:
Day 1Prep/Materials: Teacher notes uploaded into smart software, copies of: note pack, study guide,
homework worksheet
Objectives:
1. Students will be able to explain the difference between meiosis and mitosis.
2. Students will be able to describe the 2 types of chromosomes, 2 types of cells and the
difference between haploid and diploid.
Anticipatory Activity:
Check the homework, which was given as an introduction to this unit. (10 min)
Procedure/Activity:
1. Ideally, this time would be used for a pre-assessment. In this case, the children would
have individual whiteboards and questions about genetics would be asked to gauge their
prior knowledge, interest, and enthusiasm for the unit’s subject matter.
2. Present notes (I-IIa) via SMARTBoard.
3. Haploid vs. Diploid Picture Activity
Formative Assessment/Closure:
At the end of the lesson, students will be given a worksheet that is designed to help
reinforce core concepts from the lesson. They will have time to start working on it, and what
they don’t finish will be homework and will be checked for understanding of the concepts before
moving on to learning about meiosis.
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Day 2Prep/Materials: meiosis notes, meiosis activity, meiosis and mitosis diagrams, chromosomes
(packaged and prepared)
Objectives:
1. Students will be able to describe and label the steps of meiosis.
2. Students will be able to explain how meiosis is different from mitosis.
Anticipatory Activity
Students’ homework will be collected. They will have the opportunity to ask questions
about concepts that were confusing to them. Time will be spent looking at the last
questions that pertain to meiosis and this will lead into learning the steps of meiosis.
Procedure/Activity:
1. Present notes on meiosis (IIb and c) using SMARTBoard.
2. Meiosis On the Table- pictures of their products will be taken and then used as review in
the anticipatory activity for tomorrow.
Formative Assessment/Closure: They will have to finish whatever they don’t finish in class as
homework. The activity will have closure tomorrow when the students review the steps using
pictures taken during their activity.
Day 3Prep/Materials: answer key from homework, meiosis video prepared, quiz sheets prepared and
copied.
Objectives:
1. Students will be able to describe and explain the steps of meiosis.
2. Students will understand the importance of meiosis.
Anticipatory Activity:
Review the steps of meiosis using pictures taken the day before from their meiosis on the
table activity. We will discuss possible advantages of meiosis and hopefully touch on
genetic variation, which leads into today’s information.
Procedure/Activity:
1. Show and allow the students to check what using 2 chromosomes would look like in the
activity from yesterday
2. Watch a meiosis video, which has quiz questions built in. Students will earn points
based on the questions they answer correct.
Formative Assessment/Closure: The quizzes will be collected and graded. They will be given
points on a scale of 1 to 5.
Day 4Prep/Materials: teacher notes ready, worksheet 6.3 copied
Objectives:
1. Students will be able to explain the impact Gregor Mendel had on the field of genetics.
2. Students will differentiate between homozygous and heterozygous and genotype and
phenotype.
Anticipatory Activity:
The following question will be on the board for them to answer as they come in:
Meiosis divides a cell into 4 genetically unique cells. What do you know about
genetics or want to know?
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Procedure/Activity:
1. Present notes on Gregor Mendel (III).
2. Allow students time to discuss with their neighbor what Mendel did that was so important
for the field of genetics.
3. Continue with the notes for section 6.4 (IV).
Formative Assessment/Closure: The students will have the remainder of the time to work on the
6.3 Study guide. This will be due on Friday.
Day 5Prep/Materials: Puzzle created and cut apart for each group of students, timer, coin activity
prepared, and coins collected.
Objectives:
1. Students will be able to calculate probability from a Punnett square.
2. Students will differentiate between homozygous and heterozygous and genotype and
phenotype.
Anticipatory Activity:
Homework from the night before will be checked and the answers will be discussed.
Procedure/Activity:
1. Let them know that there will be a quiz on Tuesday over the information from the unit
that has been covered. It will focus on vocabulary.
2. Allow them to choose partners and sit beside them. Explain that they will be
completing the puzzle (vocab word on one side and definition on the other) racing
against their peers. (Winners will receive a small prize.)
3. After they have practiced the vocab a few times, they will return to their seats. Working
with their table partner, they will complete the Coin Activity. The pre-questions will be
discussed as a class and then they will be given the opportunity to collect their data.
Formative Assessment/Closure: The results of their data and calculations will be discussed and
if there is time they will be used to lead into the use of Punnett squares to solve genetics
problems.
Day 6Prep/Materials: coins, teacher notes, study notes copied for students
Objectives:
1. Students will understand and be able to use Punnett squares to solve introductory
genetics problems.
2. Students will be able to describe the processes that lead to genetic variation in
organisms.
Anticipatory Activity: The students will finish the coin activity, flipping the coins and then
answering the questions.
Procedure/Activity:
1. After the students have completed the activity we will go over the notes (V and VI).
Formative Assessment/Closure:
The students will receive study notes and practice problems that they can work on during
the rest of the hour. What they do not finish will be homework due the next day (just
problems 1 and 2).
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Day 7Prep/Materials: Punnett practice copied, key for homework, 2 boxes with vocab terms on them
Objectives:
1. Students will be able to use Punnett squares to solve both introductory and intermediate
genetic problems.
2. Students will demonstrate their knowledge in vocabulary from the unit.
Anticipatory Activity:
Check homework and go over the right answers. See how well students did in order to
determine what level they are at in being able to complete genetic problems.
Procedure/Activity:
1. In order to gain more practice, the students will have the opportunity to work on the rest
of the set of genetic problems in class, where they can ask me and their colleagues
questions. This practice will include a dihybrid cross, something new for them.
2. At the end of the hour we will do a vocab review game in order to help prepare them for
their quiz tomorrow. The game will be Tossed Terms. I will 5 boxes with 6 words on
each box. The class will be divided into groups of 6 and the box is tossed between team
members. When the box is caught the person has to define the vocabulary word that is
facing the ceiling.
Formative Assessment/Closure:
Are there any last questions before the quiz tomorrow?
Day 8Prep/Materials: copies of the quiz, copies of the practice set
Objectives:
1. Students will demonstrate knowledge in the unit’s vocabulary terms.
2. Students will be able to solve genetics problems.
Anticipatory Activity:
The students will be given about 5 minutes to review for their quiz. If they want to quiz
each other or study alone is up to them.
Procedure/Activity:
1. Students will take the quiz. It is focused on vocabulary from the unit that is important
in being able to understand the science.
2. As students finish the quiz they can come up and receive a set of Punnett squares
practice problems.
Formative Assessment/Closure:
At the end of the hour, ask students if there were any questions that they struggled with
on the quiz or if they have any questions on the practice set.
Day 9
Prep/Materials: marshmallows, mini colored marshmallows, short pretzel rods, toothpicks,
gummy worms, raisins, copies of directions for groups, copies of answer sheets for each student,
example ReBops, mutated ReBop, and sets of genes prepared.
Objectives:
1. By performing meiosis and genetics problems, the students will be able to describe how
genetic variation occurs in organisms (ReBops).
Anticipatory Activity:
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In order to save time the homework will be collected and checked by the teacher. This
will also provide the opportunity for the teacher to check the students’ understanding of
the material.
Procedure/Activity:
1. The students will perform the ReBop activity
Formative Assessment/Closure
The students will answer the further questions given to them during the activity. This
provides closure to the activity, and the questions will be gone over in class on day 10.
Day 10
Prep/Materials: copies of Punnett practice #3, teacher notes, and problems for groups prepared.
Objectives:
1. Students will be able to describe the effect sex linked genes have on genotype and
phenotype.
2. Students will be able to, working together, solve genetics problems related to sex linked
genes.
Anticipatory Activity
Collect activity from day before; go over questions and major concepts. Then return their
last Punnett practice and tell them the common mistakes that were made.
Procedure/Activity:
1. Check homework (ReBop Activity questions).
2. Go over notes on sex linked genes and carriers.
3. Students will then be divided into groups of 4 and given a sex linked genetics problem.
They will be given time to work through it as a group and then 2-3 groups will be asked
to present their thought process to the class.
4. Next, students will return to their seats and work with their table partner on the first
question from their homework practice set. Once students have worked through that
problem they will be given any remaining time to work by themselves through the rest of
the questions. The questions will be due on Monday.
Formative Assessment/Closure:
The rest of the questions on Punnett Practice #3 will be assigned as homework and
checked on day 11.
Day 11
Prep/Materials: Teacher notes prepared and copies of activity to follow
Objectives:
1. Students will be able to understand what impact codominance and incomplete
dominance have on genetics.
2. Students will be able to develop a pedigree and use it to solve genetics problems.
Anticipatory Activity:
Allow the students to ask questions about problems they were assigned over the weekend.
Procedure/Activity:
1. After having the chance to ask questions the homework will be collected.
2. The students will get out their notes, and we will finish the last set of notes for the unit.
3. After the notes are given. They will work on an activity where they build a pedigree and
then use that to help them solve genetics problems.
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Formative Assessment/Closure:
If there is time we will go over what the students discovered in the activity.
Day 12Prep/Materials: copies of problem sets, answer keys prepared
Objectives:
1. Students will be able to develop a pedigree and use it to solve genetics problems.
2. Students will be able to solve genetics problems of all types.
Anticipatory Activity:
When students arrive in the classroom there will be several vocab words on the board. They are
expected to match with their definition. This will be done, while I check their homework.
Procedure/Activity:
1. After they have done the warm-up, students will be called on to discuss their answer.
2. Next, we will go over the homework from the night before. This will be done using the
document camera and the answer key.
3. The students will then receive another set of practice problems to work on individually.
After about 20 minutes they will be allowed to consult a neighbor for 5 minutes and then
they have to go back to working individually. The problems will be turned in at the end
of the hour.
4. For those that finish early, they can work on their study guide or a set of practice
problems that I have prepared.
Formative Assessment/Closure:
I will be around for the students to ask questions. Also, I will be collecting this to check
their work. To close the day we will discuss things coming up and what will be due in
the next couple weeks.
Day 13Prep/Materials: copies of the type III assignment
Objectives:
1. Students will be able to describe and provide examples of the nature vs. nurture debate
based on their understanding of genetics.
Anticipatory Activity:
When the students come in the room there will be 6 vocab words along with definitions
on the board. They are expected to match the definition with the correct word.
Procedure/Activity:
1. I will return their genetics problems from last week and go over any questions they
might have.
2. Then as a class we will discuss a little bit about the nature vs. nurture debate.
3. The students will then be given the task of choosing something about themselves (sports
ability, intelligence, artistic ability) and describing how both nature and nurture play into
their ability to perform their chosen task.
Formative Assessment/Closure:
This will be due the following day and will be collected.
Day 14-
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Prep/Materials: coloring materials, copies of instructions, blank paper for each student
Objectives:
1. Students will be able to draw and describe each pair of homologous chromosomes in
humans.
Anticipatory Activity:
The students will hand in their type III writing from the day before. The project for the
day will be introduced. This will be done with a reminder of meiosis and what it
produces. This will then lead to what a human egg and sperm cell look like.
Procedure/Activity:
1. The students will be given the hour to work on the project. They are expected to hand in
their finished poster before they leave class. The males will be making a sperm and egg
that result in a male, while the females will make ones that result in a female.
Formative Assessment/Closure:
At the end of the class the students will turn in their poster. We will discuss what they
did and what the next step would be from their drawings…this should wrap up the unit as
far as a big picture goes.
Day 15Prep/Materials: game board made for the flyswatter game, concept mapping activity and
Punnett practice problems
Objectives:
1. Students will be able to provide an overview of the unit by creating a concept map.
2. Students will be able to solve genetics problems using Punnett squares.
Anticipatory Activity:
The students will have the opportunity to ask any questions about the unit, study guide or
test. They will then be asked to get their notes out for the first activity.
Procedure/Activity:
1. For the first activity they will be expected to make a concept map using the skeleton and
words provided. This should provide a basic overview of the unit; how it connects and
will familiarize them with they terms they better know for their test.
2. Next we will play an updated version of the flyswatter game. For this version, they use
the SMARTboard. After I say the definition of a word they have to find it on the board
and touch it (the word will expand, so I know which one they hit), the winner of each
round gets a point for their team.
3. The last review is of Punnett squares. They will be given problems and a chance to
figure them out with a partner.
Formative Assessment/Closure:
All of these review games are a type of closure on the unit and they provide me with a
way of assessing where the kids are at and who I need to make sure I get to tomorrow to
answer questions for before the test.
Day 16Prep/Materials: study guide answers, jeopardy board prepared
Objectives:
1. Students will both demonstrate their knowledge of and review the content of the lesson
by answering questions from both the study guide and the jeopardy board.
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Anticipatory Activity:
The study guide will be checked for completeness. All problems have to be complete and
done in complete sentences in order for a student to earn full credit and the chance to
retake their test.
Procedure/Activity:
1. As I am checking their study guide they will get the answer key for the study guide.
They will have 20 minutes to check over their answers or if they didn’t do the study
guide to write down as many answers as they can in order to have them to study from.
2. After they have used their time well, we will divide into 3 teams and play Jeopardy!
Formative Assessment/Closure:
They will be reminded to study and come prepared for their test tomorrow. They will
also be given an opportunity to ask any questions they still have.
Day 17- Test
Prep/Materials: copies of test, copies of answer sheet
Objectives:
1. Students will celebrate the knowledge they have gained from this unit by completing a
number of multiple-choice questions along with an essay.
Anticipatory Activity:
They will be asked if they have any last minute questions and they can have 5-10 min to
study.
Procedure/Activity:
1. The students will take their test. When they are finished they are expected to remain
seated and quiet. They can work on other homework as long as they are quiet.
Formative Assessment/Closure:
I will ask them what they thought of the test and give them a little introduction into the
next unit (let them know they will have a project to do in the next unit).
Day 18- Test correctives
Prep/Materials: tests graded, test corrective assignment, vocabulary assignment
Objectives:
1. The students will correct misunderstandings of the unit material.
Anticipatory Activity:
The students will be given back their tests and at this time have the opportunity to ask
questions. During this time they will also be given a questionnaire about their study
habits leading up to the test.
Procedure/Activity:
1. The students will be expected to correct the mistakes that were made on their test, citing
the correct answer and where they found it.
2. As they are doing this, the corrective assignment will be given to those who qualify for
retakes.
3. Once they finish with their correctives they will be given a vocabulary word that they are
expected to define, illustrate, provide an example of and use in a sentence. These words
pertain to the next unit of study. For those that finish their word, they can begin reading
section 7.2 in their book.
Formative Assessment/Closure:
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The corrections to their test will be collected and then they will be given their word if
they have not already received it. This will be their homework and ticket to leave the
classroom.
References
Fisher, Douglas. “Literacy Strategies: 50 content Area Strategies for Adolescent Literacy.”
Pearson Publishing Groups.
Flammer, Larry. "Mitosis and Meiosis: Doing it on the Table." Indiana University, 2006. Web. 1
Nov. 2011. < http://www.indiana.edu/~ensiweb/lessons/gen.mm.html>.
Linda Westerhof: Reeths-Puffer High School Biology, Anatomy and Physiology, and AP
Biology teacher.
Literacy Strategies Book: 50 Content Area Strategies for Adolescent Literacy by Douglas
Fisher
Nowicki, Stephen. Biology. N.p.: Houghton Mifflin Harcourt Publishing Co., 2006. Print.
Webster, Phil. “Marshmallow Meiosis with ReBops.” Partnership Program Newsletter.
Partners in Science. (Numerous versions online)
www.tedu556jyam.com/Documents/Pedigree%20Chart%20Activity.doc
Assessment of Pupil Learning
Pre-assessment
The pre-assessment was done in an informal way. The students were asked to share things that
they already knew and wanted to know about genetics. If I had access to individual whiteboards
and markers, that would have been ideal, but we did it on paper and discussed it instead. The
students didn’t have very much prior knowledge besides the basics of some genetic diseases.
Some of the students had experiences with genetic diseases in their families, and shared some
interesting stories that I would be able to build off in the unit. They were able to come up with a
lot of questions though, many of which would be answered throughout our study of the theme,
but some that were beyond the scope of the abilities of the students and the time we had.
Post-assessment
All of the departments at Reeths-Puffer have been moving towards common assessments for
their departments. This is the last year they have to meet that goal. In order to keep with their
goal and standards, I used the common assessment that has been developed for this unit. I had
the opportunity to see it before the unit and could base much of my objectives and formative
assessments on what they needed to know for the summative assessment. The assessment is in
the form of multiple-choice questions with one essay question at the end. The essay question
they had seen before (on their study guide) and had been given the answer to on the day before
their test.
Pupil Learning
This is a hard topic for students to grasp. It has some math in it and a lot of new vocabulary that
you have to know in order to understand the concepts. Overall, the students kept with their
typical spread of grades. Individually, they seemed to do just slightly below what their average
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testing has been on the units. There were two questions on the test that I don’t think we covered
well enough to hold them responsible for so everyone got two points back on their test grade. I
was disappointed in the amount of students that made mistakes on the Punnett squares section.
We practiced these numerous times both in and out of class and they were a large part of their
study guide, but as said before if they didn’t take time to study the vocabulary they would have a
hard time setting up the genetics problems.
As indicated by the graph below, the students didn’t follow a bell curve (normal distribution),
but instead they had two large humps. A large group of students did well and hit in the high B,
low A ranger, while the other large group was around the D range. This is typical of this class.
There are few well-achieving students, but majority of the students are low-achieving and as my
cooperating teacher would say “lazy.” The students who did very poorly usually didn’t even
attempt the essay, which is hard to believe since they were given the answer the day before. My
goal for the next unit is that there are more students that hit up into the B range or high C range.
I know that many of them are capable of this so I think by making it as relevant to them as I can,
it will help to spark interest and catch those students that are just not applying themselves.
Genetics Test Score Distribution
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6
Number of
5
4
3
2
1
0
0-7
8-14
15-21
22-28
29-35
36-42
43-49
50-56
57-63
64-70
Score Range (68 is the highest)
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Unit Reflection
This was the first of three full units that I taught in my student teaching placement. Because of
this I feel that there is a lot to be learned from this unit. The biggest improvement I would make
is to develop activities and questions that are more relevant to the student experience. I tried to
keep the activities varied and I think that the students found this helpful as it kept them on their
toes and broke up the monotony that sometimes happens in students’ lives.
The opportunity to develop this unit plan helped me to see the benefits of long term planning, not
only for me, but for my students. Taking the time to plan out the unit and work ahead really paid
off for my students who saw activities and planning that was directly related to their assessments.
I also saw the benefit of formative assessment, as routinely checking the student learning helped
me adapt lessons to their ability levels and to their needs as learners. I was able to speed-up or
slow-down based on the information I gained from both the formative assessments but also from
just watching and talking with students.
The ReBop activity was by the far the students’ favorite and from my perspective it incorporated
a lot of important concepts from the beginning of the unit and helped tie loose ends together for
the students. It is important to have things well prepared in this activity and to provide students
with very clear directions. If I taught this lesson again I would probably have them repeat
directions back to me so that I can be sure they were paying attention and watching me
demonstrate what to do. While there are minor things I would change throughout the lesson the
overall theme of the change would be to clear up directions and to vary the difficulty of
activities. I often felt that my high-achieving students were bored and that sometimes my lowachieving students had a lot of difficulty grasping the importance of and the underlying concepts
in activities. This can be done by adjusting questions, using Bloom’s taxonomy, pairing students
up based on ability and even having extra (more difficult) practice for the students that have an
easy time and often finish early.
My assessment of the student learning found that the unit was successful. Throughout the unit
we spent the most time focused on Punnett squares and using them to solve genetics problems
yet that was where many students struggled on their summative assessment (common assessment
throughout the science department). The graph above shows the distribution of students’ grades
on the test. The scores reflect the make-up of the class and the averages and spread is similar to
that of other tests throughout the year. The leaps they made throughout the unit is impressive
considering that the pre-assessment showed very little knowledge of genetics besides students
that had experienced something related to the topic. All of the students who did not pass the
final assessment did not attempt the one essay question that was included on the test. This
considering it is the same essay question that was on their study guide, and they received the
answer to the essay the day before the test just baffles me. This is the same for all of the unit
assessments they have throughout the year so they should be adjusted to the pattern and know
what is coming.
I would be very interested in getting to teach this unit again. I know that each time I have the
opportunity to teach it I would be able to improve it. I would constantly be revising things that I
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have done and adjusting them to not only my students but to the content so that I can be sure that
my students are getting the best experience with the concepts.
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Genetics Test-A
Meiosis
1. Which of these is the name given to body cells, which have 46 chromosomes in humans?
a. sex cells b. somatic cells
c. gametes
d. haploid cells
2. Which chromosomes are considered autosomes?
a. all chromosomes
b. only X and Y
c. chromosomes 1-22
them
d. none of
3. What is the name of a cell that has only one set of chromosomes?
a. haploid
b. diploid
c. body cell
d. somatic cell
4. In meiosis, the chromosomes are copied ____, and the cell is divided _____.
a. twice, once
b. once, once c. twice, twice
d. once, twice
5. A cross that involves one specific allele/trait is called a _________ cross.
a. dihybrid
b. monohybrid
c. multiple
d. test
6. Which of these does NOT cause the variation of gene combinations in sperm/eggs?
a. meiosis
b. crossing over
c. law of independent assortment
d. mitosis
7. In males, which genes will show up as traits in the body?
a. genes on the X and Y
b. genes only on the Y
c. genes only on the X
d. only one, but it can be either the X or Y
Punnett Squares
YOU MUST DRAW THE PUNNETT SQUARES ON YOUR ANSWER
SHEET OR YOU WILL LOSE POINTS!!!!
Autosomal genes (regular): the gene for pigment is found on chromosome 11. The gene for
normal pigment, A, is dominant in humans. The gene for albinism, a, is recessive. John, who
has albinism marries a woman named Judy, who has normal pigment. They have two children
with normal pigment, and one child with albinism. Please show the punnett square for John and
Judy.
8. What is the genotype for Judy?
a. AA
b. Aa
c. aa
d. AB
9. What genotype would Judy have needed to have no chance of children with albinism?
a. AA
b. Aa
c. aa
d. AO
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Sex-linked genes: XH is the dominant gene for normal clotting proteins, and Xh is the recessive
gene that doesn’t make te clotting proteins, so you have hemophilia. Please do a Punnett square
for a mother who has hemophilia and a father who is normal.
10. If they saw an ultrasound of a baby boy (so they know for sure it is a male), what is the
chance that their son will have hemophilia?
a. 25%
b. 50%
c. 75%
d. 100%
11. If they have a daughter, what will her genotype be?
a. XH XH
b. XH Xh
c. Xh Xh
d. XhY
Co-dominant, multiple genes: IA = gene for type A blood, IB = gene for type B blood, iO = gene
for type O blood. Maximus, who is homozygous recessive for blood type marries queen
Narsiminus, who is heterozygous, but has two dominant genes. Please do a Punnett square for
Maximus and Narsiminus.
12. What is the genotype for Maximus?
a. IA iO
b. IB iO
c. iO iO
d. IA IB
13. What is the genotype for Narsiminus?
a. IA iO
b. IB iO
c. iO iO
d. IA IB
14. What are the two possibilities for the phenotypes of their offspring?
a. Type A, and Type O
b. Type AB, and Type O
c. Type B, and Type O
d. Type A, and Type B
15. What are the two possible genotypes for a person with type A blood?
a. IA iO or IB iO
b. IA IA or IA IB
c. IA iO or iO iO
d. IA IA or IA iO
Incomplete dominant genes: There are 2 genes for color in moths, neither is dominant or
recessive. The gene for brown color is b, and the gene for white color is w. The moths can be
brown, white or tan, which is blending of brown and white. Please do a Punnett square for a
brown and tan moth mating.
16. What are the chances, each time a brown and tan moth mate, that the offspring will have tan
color?
a. 25%
b. 50%
c. 75%
d. 100%
17. What would be the genotype for a tan moth?
a. bw
b. bb
c. ww
d. tt
18. If you wanted to make as many tan moths as possible which two moths would you mate?
a. brown moth and a tan moth
b. white moth and a tan moth
c. two tan moths
d. brown moth and a white moth
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Genetics
19. How many genes do you get from your mother for a physical trait (like blood type, or
albinism)?
a. 46
b. 2
c. 1
d. 23
20. Which of these statements is TRUE?
a. homologous chromosomes and genes are the same size
b. genes are small sections of homologous chromosomes that determine 1 trait
c. homologous chromosomes have identical DNA codes
d. homologous chromosomes are small parts of genes that determine 1 specific trait
21. What is the phenotype of a person with one gene for blue eyes, and one gene for brown eyes?
a. blue eyes
b. Bb
c. brown eyes
d. bB
22. The capital B represents a gene that is:
a. recessive
b. dominant
c. homozygous
d. heterozygous
23. A gene is _______ compared to a chromosome.
a. the same size
b. larger
c. smaller
d. harmful
24. What is the genotype for a female?
a. XX
b. XXY
d. YY
c. XY
25. Which of these are homozygous recessive?
a. AA
b. Aa
c. aA
d. aa
26. The gene for freckles is dominant. What are the chances that two heterozygous parents would
have a child with freckles?
a. 25%
b. 50%
c. 75%
d. 100%
27. Which of these chromosomes has the most genes on it?
a. chromosome 21
b. chromosome 10
c. chromosome 2
d. Y chromosome
28. If a child has brown eyes, and their mom has brown and their dad has blue, which one of
these best describes the child?
a. homozygous b. recessive c. heterozygous
d. sex-linked
29. Which of these is NOT a contribution of Gregor Mendel?
a. background informatin about physical traits
b. using microscopes to identify
genes
c. Law of Independent Assortment
d. Law of Segregation
30. Polygenic traits are controlled by many pairs of genes, which causes many variations of a
trait. Which of these is NOT a polygenic trait?
a. skin color
b. height
c. hair color
d. albinism
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31. A certain or specific form of a gene is called a/an:
a. trait
b. allele
c. chromosome
d. genotype
32. When neither gene is dominant, and neither is recessive, but they both blend together this is
called a/an ________ trait.
a. polygenic
b. codominant
c. incompletely dominant
d. recessive
33. Which of these is NOT TRUE about Down Syndrome?
a. it is caused by having an extra 21st chromosome in every cell in the body
b. the mistake that causes it happens during meiosis II
c. there are many factors that you can avoid to try to prevent down syndrome
d. down syndrome can be caused by an extra chromosome in the egg or the sperm
34. Which one of these can NOT be determined using a karyotype?
a. gender of a baby
b. if they have down syndrome
c. if a cell is missing chromosomes
d. if an individual gene had a mutation
35. If two pieces (same size) of chromosomes break off and insert themselves into the
chromosome right beside it, causing a change in the chromosomes, this is called
_______________, and will cause variation.
a. duplication
b. crossing over
c. deletion
d. substitution
36. Which of these is NOT TRUE of homologous chromosomes?
a. they are the same shape and size, but with different versions of genes or DNA
b. one of each pair is brought in the egg, and the other of the pair in the sperm
c. genes for one specific trait (like blood type) can be on chromosome 8 in the egg, but on
chromosome 9 in the sperm
d. females have 23 pairs of homologous chromosomes in each body cell
37. Which of these factors describes the environment, when talking about how the genes and
environment affect the level a person can attain in athletics?
a. effort/practice
b. diet/nutrition
c. coaching d. all of them
Essay (underline terms)
Explain how a person gets the trait of type AB blood.
- use these terms correctly in your essay: meiosis, sperm cells, egg cells, chromosomes,
genes,
Punnett squares, red blood cells, proteins.
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Hour: ________
Genetics Test- Answer Sheet
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