Download Next Generation Robots Student Guide Traits for Next

Next Generation Robots
Student Guide
Traits for Next Generation Robots to Inherit
Sphero Glow:
Blue (g)
Recessive
Green (G)
Dominant
Sphero Power:
High Power - 75%
Power (p)
Recessive
Slow - 25%
Power (P)
Dominant
Sphero Turn Direction:
Right (d)
Recessive
Left (D)
Dominant
Punnet Square How-To
Each parent will have two alleles for each trait, one from each of their parents.
Use the Parent #1 and Parent #2 boxes to describe which alleles each parent has inherited from
their parents, and then complete the square to determine the probability of a particular trait being
expressed (phenotype) in the next generation.
Example:
Parent #1
Parent #2
Glow: Gg
Glow: GG
(Heterozygous dominant, green
glow phenotype)
(Homozygous dominant, green
glow phenotype)
Power: ss
Power: SS
(Homozygous recessive, high
power phenotype)
(Homozygous dominant, low
power phenotype)
Turn Direction: dd
Turn Direction: dd
(Homozygous recessive, right turn
direction phenotype)
(Homozygous recessive, right turn
direction phenotype)
Punnet Square for Sphero Glow:
Parent #1
G
g
Parent #2
G
GG
Gg
G
GG
Gg
50% Green Glow 50% Green Glow
Next Generation Robots
Teacher Guide
Overview
Students will begin the activity as two individual “parents” of a Sphero. They will select from two options
for three different traits to create their own profiles (or these may be randomly assigned) and then determine which traits their Sphero would inherit, based on which traits are dominant or recessive.
They will then adjust the variables on a Macro template to show which traits their Sphero has inherited,
before aligning with another “family.” Each pair will run the Macros for their Sphero robots, document
the traits represented, and complete the same activity to determine what a third generation would
inherit.
This can be repeated for several “generations” of robots and the resulting population of Sphero robots
and represent statistics about the different generations of robots in a variety of ways.
Estimated Time: 1-1.5 hours
Student Organization:
Objectives
•
Think critically about genetic variation across generations.
•
Create tangible models of inherited characteristics that can be observed and documented.
•
Create MacroLab programs for two or more generations of robots.
•
Compare statistical samples from within a population and analyze the data gathered in different
ways.
Materials Needed
•
Sample Program
•
□Student Worksheet
FAQs:
Q: How can robots have phenotypes (expressed alleles)?
While the robots will not actually “inherit” the alleles, they can be used to visually demonstrate the most
likely expressed traits as a result of Punnet square calculations with alleles, when a trait has only two alleles
and one is dominant (more likely to be expressed), while the other is recessive (not less common, but less
likely to be expressed).
Students can also observe the expressed traits of a robot as a Macro is played. They can then complete
different Punnet squares to trace the robot’s genetic inheritance backwards as they could for likelihood of
certain allele combinations after observing their own parents’ eye or hair color.
It is important to note that in biological organisms, many physical traits are actually polygenic, meaning that
several genes work together to determine what is expressed.
Q: Where can students learn more about Punnet squares and what they represent?
There are many tutorials about how to use a Punnet square online. Below is one example that students or
teachers may find helpful.
•
How to Draw a Punnet Square from Mahalo.com
•
https://www.youtube.com/watch?v=prkHKjfUmMs&noredirect=1
Q: How can students decide which phenotype is expressed?
While Punnet squares can provide information about which phenotypes are most likely to be represented,
they are not a guarantee. To simulate the random expression from likely traits in real life, students can select
phenotypes from the Punnet squares using a 6-sided die and disregard numbers 5 and 6.
Q: How can different generations of robots be tracked?
Depending on class time and focus, parents and robots can be given names and family trees can be created to note which Sphero robots are siblings, cousins, parents, or other extended family members. This can
lead to a valuable discussion of heredity in small verses larger populations.
Q: How can statistics be gathered about the robots?
After each generation of robots has been created, complete a poll of the class, or use a large piece of chart
paper to create a tally chart on which groups can independently note their robot’s phenotype. This method
can be used to create samples of the population by dividing the class into groups when phenotypes are
tallied.
The resulting statistics can be compared between generations, between classes, or even between schools
who are also completing the activity.
Extension:
•
Programs and tasks can be made more complex by introducing additional traits or “mutations” that
include more sophisticated programming challenges. (e.g., an inherited ability to jump or flip).
•
Have another class in the school or community complete the same activity and compare the
evolution of robots between the two isolated communities. Investigate isolated populations of
animals in the wild and discuss similarities or differences in the development of different traits.
Next Generation Robots
Worksheet
Complete one copy of this worksheet for each generation of robot.
Generation #:
Parent Traits:
Parent #1:
Parent #2:
Glow:
Glow:
Power:
Power:
Turn Direction:
Turn Direction:
Phenotype:
Results of Punnet Square:
Phenotype:
Results of Punnet Square:
Phenotype:
Results of Punnet Square:
Phenotype for your Sphero:
1. Complete the table below to document basic data about the first generation of robots in your
classroom.
Generation of Robots:
Number of robots in Sample:
Number of robots in Class:
Phenotype
(expressed allele):
Number of Robots
that Express this Trait
Percentage of Sample
that Expresses this Trait
Green Glow
Blue Glow
High Power
Low Power
Right Turn
Left Turn
2. Which phenotypes are most heavily represented, and which phenotypes are the least
represented in the population? What are the statistics to support this?
3. In four generations of robots, which phenotypes do you think will be strongly represented in
the classroom’s robots? Provide reasoning for your prediction.
4. Use the information from your Punnet squares to document which traits your Sphero will
likely express. Make sure to note if your Sphero is heterozygous or homozygous for each trait.
Glow:
Power:
Turn Direction:
5.
Program your Sphero to express these three traits using this Macro as a template:
6.
Introduce your Sphero to a Sphero that is a child of another group of parents.
After the first generation, all of the parents
will be Sphero robots with different
combinations of alleles.
Use another copy of the Phenotype
Worksheet to document your Sphero as one
of the parents and the new Sphero as the
other parent.
Complete the same process to determine
which alleles the next generation robot
will inherit and which phenotypes will be
expressed by the child Sphero.
Example:
7.
After several generations of robots have been created, document the expressed traits within
Generation of Robots:
Number of robots in Sample:
Number of robots in Class:
Trait:
Number of Robots
that Express this Trait:
Percentage of Sample
that Expresses this Trait:
Green Glow
Blue Glow
High Power
Low Power
Right Turn Direction
Left Turn Direction
8. How do these statistics compare with the first generation of robots and to the prediction you
made?
3. In four generations of robots, which phenotypes do you think will be strongly represented in
the classroom’s robots? Provide reasoning for your prediction.
4. Use the information from your Punnet squares to document which traits your Sphero will
likely express. Make sure to note if your Sphero is heterozygous or homozygous for each trait.
Glow:
Power:
Turn Direction:
Sample Program
Overview:
This basic Macro will move the Sphero in a straight line, from one point to
another, along a flat smooth surface. It rolls Sphero at a predetermined speed
and heading that determine the direction and length of time the robot will move.
The distance that Sphero rolls is determined by a combination of speed and
time. It has been created to overshoot the required distance so that students
may experiment with the variables in the program and calculate percent error
throughout their trials.