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The story ... A shipwrecked sailor is stranded on a small desert
island with no fresh water to drink.
He knows he could last without food for up to a
month, but if he didn't have water to drink he would
be dead within a week.
Hoping to postpone the inevitable, his thirst drove
him to drink the salty seawater.-·
He was dead in two days.
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What happened?
Why do you think drinking seawater killed the sailor faster than not drinking any water at all? ?•
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Objective: To determine the cause of the sailor's death, we will
determine the effects of salt water on slices of potato. - measure changes in mass
Our assumption is that potato cells will behave like the
sailor's cells in his body.
How does salt water concentration change the
mass of potato slices?
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Pre-lab questions: 1. What is diffusion?
2. What is osmosis?
3. Define hypotonic, isotonic and hypertonic
solutions with regard to cells. Give an example
of each type of solution.
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Pre-lab: Make sea water solutions Percent sea
water
Distilled water
Vol. of 20%
Vol. of distilled
water (mL)
salt water (mL)
0.0
40.0
Total Vol. (mL) 40.0 0.5% sea water
40.0
1% sea water
40.0
5% sea water
40.0
10% sea water
40.0
200/0 sea water
40.0
0.0
40.0
Record Data Sample
Initial
mass
Final
mass
Change in Change in
Length
mass
Turgidity
(crisp/flaccid)
20% salt
,
10% salt
5% salt
1% salt 0.5% salt Fresh water
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Cl.. Conclusion: Address the following in your conclusion:
• What happened to the potato slices over 1 hour?
• Is diffusion or osmosis responsible for the changes? • Which of the solutions is isotonic to potato cells?
How do you know this?
• Which solution is hypertonic? Which solution is
hypotonic?
• Sea water is 35% salt. Why did the sailor die more
quickly drinking sea water than fresh water? What do
you think killed him?
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Objective: Determine the identity of the Mystery Donor
1.
2.
3.
4.
5.
·6.
Snapshot of Procedure
Read the Summary of Evidence Report
Determine genotype of hand print left at the courthouse by completing the 'Differences in Similar Phenotypes' HOT Lab. Read 'The Genetics of Eye Color' article to determine the probable
eye color of mystery donor.
'Can Chromosomal Abnormalities Be Observed?' - HOT lab (look
at Figures 1, 4 and 5)
Then complete the karyotype analysis of the mystery donor and
compare to the provided karyotypes.
Identify the donor with explanation on how you came to your conclusion. Forensic Files
Generous Donor
The chatter in the courtroom
was constant.
Discussion
pursued,
offering
varying
hypotheses as to the identity
of the ticket owner. Just that
morning, the custodian had
found an envelope taped to
the door of the Port Jefferson
The letter inside
:C,',C,\'c,,''-'" " "I have been given many
gifts in my life. But yesterday I
was given an unusual gift ­
that of winning the lottery.
After many hours of
contemplation, I decided that I
did not want to keep
New York. As a courtesy, the
finder of this ticket should
receive a 'finders-fee' equal to
10% of proceeds."
The problem was that by the
New York state law, there had
to be a signature or the letter
was not legal. The case was
put in front of the judge for
legal direction. She declared
that forensics could be used to
track down the donor",
Palm Print May Lead to Donor's Identity hours of evidence
collection,
forensic
investigators finally released
on
the
the
information
evidence collected.
A palm print was found on the
letter itself. It measured 20
cm. in length and 11.5 cm.
wide. It was found that the
donor has a combination of
bbGG alleles for eye color.
Additional information was
obtained from a drop of blood
found on the edge ofthe letter.
Tapes from the security
cameras are being reviewed.
Preliminary results show that
four people were on the
courthouse grounds between
12 midnight and 8:00 AM.
Officials would [ike to speak
with these individuals.
Differences in Similar Phenotypes
NGSSS:
SC.912.L.16.1 Use Mendel's Laws of Segregation and Independent Assortment to analyze
patterns of inheritance. AA
SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of inheritance,
including dominant, recessive, co-dominant, sex-linked, polygenic, and multiple alleles.
Background:
Humans are classified as a separate species because of all the special characteristics that they
possess. These characteristics are controlled by strands of DNA located deep inside their cells.
This DNA contains the code for every protein that an organism has the ability to produce.
These proteins combine with other chemicals within the body to produce the cells, tissues,
organs, organ systems, and finally the organism itself. The appearance of these organs, such as
the shape of one's nose, length of the fingers, or the color of the eyes is called the phenotype.
Even though humans contain hands with five fingers, two ears, or one nose, there are subtle
differences that separate these organs from one another. There are subtle differences in a
person's genes that allows for these different phenotypes. In this lab, we are going to observe
some of these differences in phenotype and try to determine why they happened.
Problem Statement: Do all human hands measure the same?
Vocabulary: alleles, dominant, genotype, homozygous, heterozygous (hybrid), phenotype,
recessive
Materials (per group):
• Metric ruler
• Meter stick
Procedures: Hand Measurement: All human hands look pretty much alike. There are genes on your chromosomes that code for the characteristics making up your hand. We are going to examine two of these characteristics: hand width and hand length. 1. Choose a partner and, with a metric ruler, measure the length of their right hand in
centimeters, rounding off to the nearest whole centimeter. Measure from the tip of the
middle finger to the beginning of the wrist. Now have your partner do the same to you.
Record your measurements in Table 1.
2. Have your partner measure the width of your hand, straight across the palm, and record
the data in Table 1. Have your partner do the same to you.
Table 1 - Group Data on Right Hand Width and Length
Name:
Name:
Length of Hand
Length of Hand
cm.
cm.
Width of hand
Width of Hand
cm.
cm.
Class Data: After the entire class has completed Table 1, have the students record their data on
the board in the front of the room. Use Table 2 below to record the data for your use. Extend
the table on another sheet of paper if needed.
Table 2 - Class Data on Right- Hand Width and Length
Student
!
Gender
M/F
Hand Length (cm)
Hand Width (cm)
M/F
M/F
M/F
M/F
M/F
M/F
M/F
M/F
M/F
M/F
M/F
Tabulate the results of your class measurements by totaling the number of males and females
with each hand length and width and entering these totals in the tables below.
Table 3 - Class Hand Length
Measurement of Hand
Length in cm.
Total No. of Males
and Females
# of Females
# of Males
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Table 4 - Class Hand Width
Measurement of Hand
length in cm.
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Total No. of Males
and Females
# of Females
# of Males
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In order to form a more accurate conclusion, the collection of additional data is necessary. The
teacher has the option to include the data from all the classes running this experiment. Below
find tables that will allow the tabulation of several classes of data.
Bar Graph the data "from Tables 5 and 6, and then answer the questions that follow. Use the
measurements of the width and length as your independent variable and the number of times
that measurement appeared as your dependent variable.
Graph Title: _ _ _ _ _ _ _ _ _ _ _ _ _-:-_ _ _ _ _ _ _ __
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ObservationslAnalysis:
1. Examine the graphs. What is the shape of the graph for hand length? What is the most
abundant measurement for hand length?
2. What is (are) the least abundant measurement(s)?
3. If we are to assign letters to represent the various lengths, what value(s) would we assign
to the dominant genotype (HH)? The recessive genotype (hh)? The heterozygous
genotype (Hh)?
4. What would be the phenotypic name for the (HH) genotype?
5. What would be the phenotypic name for the (Hh) genotype?
6. What would be the phenotypic name for the (hh) genotype?
7. What is the shape of the graph for hand width?
8. What is the most abundant measurement for hand width?
9. What is (are) the least abundant measurement(s)?
1D.lf we assign letters to represent the various widths, what value(s) would we assign to the
dominant genotype (WW)? The recessive genotype (ww)? The heterozygous genotype
(Ww)?
11. What would be the phenotypic name for the (WW) genotype?
12.What would be the phenotypic name for the (Ww) genotype?
13. What would be the phenotypic name for the (ww) genotype?
14. Are there any similarities in the graphs of the two characteristics? If so, what are they?
15.Are there any differences in the graphs of the two characteristics? If so, what are they?
16.ls there a difference in the length and width of the male and female hand? Does the
gender of a person have an effect on the phenotype of a trait? Explain:
/.,-.. Conclusion:
Develop a written report that summarizes the results of this investigation. Use the analysis
questions as a guide in developing your report. Make sure to give possible explanations for your
findings by making connections to the NGSSS found at the beginning of this lab hand-out. Also,
mention any recommendations for further study in this investigation.
The Genetics of Eye Color
The genetics of blood type is a relatively simple case of one
locus Mendelian genetics-albeit with three alleles segregating
instead of the usual two (Genetics of ABO Blood Types).
Eye color is more complicated because there's more than one
locus that contributes to the color of your eyes. In this posting
the description will entail the basic genetics of eye color based
on two different loci. This is a standard explanation of eye color but, as we'll see later on, it
doesn't explain the whole story. Let's just think of it as a convenient way to introduce the
concept of independent segregation at two loci. Variation in eye color is only significant in
people of European descent.
At one locus (site=gene) there are two different alleles segregating: the B allele confers brown
eye color and the recessive b allele gives rise to blue eye color. At the other locus (gene) there
. are also two alleles: G for green or hazel eyes and g for lighter colored eyes.
The B allele will always make brown eyes regardless of what allele is present at the other locus.
In other words, B is dominant over G. In order to have true blue eyes your genotype must be
bbgg. If you are homozygous for the B alleles, your eyes will be darker than if you are
heterozygous and if you are homozygous for the G aliele, in the absence of B, then your eyes
will be darker (more hazel) that if you have one one G allele.
Here's the Punnett Square matrix for a cross between two parents who are heterozygous at
both alleles. This covers all the possibilities. In two-factor crosses we need to distinguish
between the alleles at each locus so J've inserted a backslash (I) between the two genes to
make the distinction clear. The alleles at each locus are on separate chromosomes so they
segregate independently.
BIG
big
biG
Big
•
•
•
BIG •
BB/GG BB/Gg Bb/GG
Bb/Gg
Big
biG
big
•
•
•Bb/Gg Bb/gg
•
•
•bb/GG bb/Gg
•
Bb/GG
Bb/Gg
•
Bb/Gg •
Bb/gg bb/Gg •
bb/gg
BB/Gg BB/gg
III
III
As with the ABO blood groups, the possibilities along the left-hand side and at the top represent
the genotypes of sperm and eggs. Each of these gamete cells will carry a single copy of the Bb
alleles on one chromosome and a single copy of the Gg alleles on another chromosome.
Since there are four possible genotypes at each locus, there are sixteen possible combinations
of alleles at the two loci combined. All possibilities are equally probable. The tricky part is
determining the phenotype (eye color) for each of the possibilities.
According to the standard explanation, the BBGG genotype will usually result in very dark brown
eyes and the bbgg genotype will usually result in very blue-gray eyes. The combination bbGG
will give rise to very green/hazel eyes. The exact color can vary so that sometimes bbGG
individuals may have brown eyes and sometimes their eyes may look quite blue. (Again, this is
according to the simple two-factor model.)
The relationship between genotype and phenotype is called penetrance. If the genotype always
predicts the exact phenotpye then the penetrance is high. In the case of eye color we see
incomplete penetrance because eye color can vary considerably for a given genotype. There
are two main causes of incomplete penetrance; genetic and environmental. Both of them are
playing a role in eye color. There are other genes that influence the phenotype and the final
color also depends on the environment. (Eye color can change during your lifetime.)
One of the most puzzling aspects of eye color genetics is accounting for the birth of brown-eyed
children to blue-eyed parents. This is a real phenomenon and not just a case of mistaken
fatherhood. Based on the simple two-factor model, we can guess that the parents in this case
are probably bbGg with a shift toward the lighter side of a light hazel eye color. The child is
bbGG where the presence of two G alleles will confer a brown eye color under some
circumstances.
Posted by Larry Moran at 11 :30 AM
Labels: Biochemistry, Science Education
http://sandwalk.blogspot.com/2007/02/genetics-of-eye-color.html
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Making Karyotypes
(Adapted from: Prentice Hall, Lab Manual A)
NGSSS:
SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the
environment, including medical and ethical issues. AA
HE.912.C.1.4 Analyze how heredity and family history can impact personal health.
(Also addresses SC.912.L.14.6)
Background:
Several human genetic disorders are caused by extra, missing, or damaged chromosomes. In
order to study these disorders, cells from a person are grown with a chemical that stops cell
division at the metaphase stage. During metaphase, a chromosome exists as two chromatids
attached at the centromere. The cells are stained to reveal banding patterns and placed on
glass slides. The chromosomes are observed under the microscope, where they are counted,
checked for abnormalities, and photographed. The photograph is then enlarged, and the images
of the chromosomes are individually cut out. The chromosomes are identified and arranged in
homologous pairs. The arrangement of homologous pairs is called a karyotype. In this
investigation, you will use a sketch of chromosomes to make a karyotype. You will also examine
the karyotype to determine the presence of any chromosomal abnormalities.
Problem Statement: Can chromosomal abnormalities be observed?
Safety: Be careful when handling scissors.
Vocabulary: centromere, chromosomes, chromatids, genes, homologous pairs, karyotype,
mutations, Trisomy 21- Down syndrome, Klinefelter syndrome, Turner syndrome
Materials (per individual):
• Scissors
• Glue or transparent tape
Procedures:
Part A. Analyzing a Karyotype
1. Make a hypothesis based on the problem statement above.
2. Observe the normal human karyotype in Figure 1. Notice that the two sex chromosomes
pair number 23, do not look alike. They are different because this karyotype is of a male:
and a male has an X and a Y chromosome.
3. Identify the centromere in each pair of chromosomes. The centromere is the area where
each chromosome narrows.
4. Observe the karyotypes in Figures 4 and 5. Note the presence of any chromosomal abnormalities. -111-8,-------'01-10­
2
6
3
7
8
14
13
19
4
9
10
16
15
20
5
11
12 11
18 22
21
23 Figure 1
1
6
13
19 Figure 4
2
4
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7
8
14
20
9
10
16
15
21
22
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22
23
Figure 5
5. Comparing and Contrasting: Of the three karyotypes that you observed, which was
normal? Which showed evidence of an extra chromosome? An absent chromosome?
6. Formulating Hypotheses: What chromosomal abnormality appears in the karyotype in
Figure 4? Can you tell from which parent this abnormality originated? Explain your
answer.
7. Inferring: Are chromosomal abnormalities such as the ones shown confined only to
certain parts of the body? Explain your answer.
8. Using the incomplete chromosomal analYSis provided by the lab, determine the probable
identity of the mystery donor.
Results/Conclusions:
1. Draw a data table in the space below in which to record your observations of the
karyotypes shown in Figures 1, 4, and 5. Record any evidence of chromosomal
abnormalities present in each karyotype. Record the genetic defect, if you know it,
associated with each type of chromosomal abnormality present.
2. Drawing Conclusions: Are genetic defects associated with abnormalities of autosomes or
of sex chromo~omes? Explain your answer.
3. Posing Questions: Formulate a question that could be answered by observing
chromosomes of different species of animals.
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Incomplete Karyotype Analysis - provided by the Forensics Dept. Long Island. New York
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1.
Security Camera Footage from Courthouse
Subject
Disorder
Description
Hand Size (cm.) I Eye
Color
Ted: L25XW 17
Tonia: L 18 X W 13
Down
syndrome
Extra
chromosome
21
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Ted: Brown
Tonia: Green
Brian: L 23 X W 16
Klinefelter
syndrome
Extra X in
male (XXY)
Brian: Green- Hazel
Anita: L 19 X W 12
Turner
syndrome
Single X in
female (XO)
Anita: Blue-green
UNWRAPPING BENCHMARKS SC.912.L.16.1
Reporting Category: Classification, Heredity, and Evolution
Use Mendel's laws of segregation and independent assortment to analyze
patterns of inheritance. (Also assesses SC.912.L.16.2)
ARE THESE QUESTIONS APPROPRIATE TO THIS BENCHMARK??
1. A child produced by a blue-eyed mother and a brown-eyed
father has green eyes. What can you infer about the
inheritance of eye color in humans? What additional data
could you use to check your inference?
2. Hemophilia is a sex-linked, recessive trait. What must be
the genotype of the parents to produce a male offspring who
does not have hemophilia and a female offspring who is a
heterozygous carrier?
3. In pea plants, spherical seeds (8) are dominant to dented
seeds (s). In a genetic cross of two plants, determine the
possible genotype(s) of the P generation that would result in
750/0 of the offspring having spherical seeds?
4. Captain Jimmy had been away from his farm for many
weeks. Upon his return he noticed that his newly grown
snapdragon plants were pink, even though he had only red
and white snapdragon plants. About the same time, he
observed that his newly hatched chicks had both black and
white feathers, even though his roosters had only black
feathers and his hens had only white feathers. How could
this be explained?
• To ensure that all students have an equal
opportunity to learn
• To prioritize and discern which benchmarks are
most important for academic instructional priorities
• To establish and drive instructional priorities
• To determine the rigor and relevance of student
work: classwork, homework, interventions, and
assessment
• To ensure clarity for instructional targets and what
achievement looks like BEFORE instruction begins
• To have regular opportunities (Collaborative
Debriefing Time) to discuss benchmarks, learning,
a nd instruction
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• Knovv and understand t:he crit:ical attribut:es .. Ident:ify vvhat: prerequisit:e skills are needed t:o master t:he benchmark .. Present: learning in a variety of cont:exts vvhile different:iat:ing for learning needs .. Implement: t:he appropriat:e assessment: t:o det:ermine t:he level of achievement: .. Int:egrat:et:he underst:anding of benchmarks int:o t:he cont:inuous improvement: model (PDCA) .. A check-off list of benchmarks that you have """covered
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Unwrapping the Benchmarks
1. Prerequisite Skills
• What prior knowledge, understanding, or reasoning will you require to master the
concept?
2. Vocabulary
• What vocabulary needs to be understood to master the concept?
3. Achievement Criteria
• What performance skills will demonstrate mastery of the concept?
• What product will demonstrate mastery of the concept?
4. Differentiated Instruction
• How will you differentiate instruction to address different learning styles and ensure
mastery of the concept?
.. 5.·· Assessing Proficiency .
• What assessment will give yo.u data about student progress towards the mastery of the
concept?
6. Benchmark Support Material
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• What materials (consumables, textbook, etc.) directly provide instructional support to teach this benchmark? 7. Technology
• What resources will provide support to teach this benchmark?
8. High Order Questioning Strategies
• What questions will you incorporate throughout the lesson to increase the depth of
understanding and the level of complexity
nee~ed
to achieve mastery of this benchmark?
9. Item Specification
• What is some important information described in the Item Specifications that needs to be
addressed?
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.• What additional information will you il1 corporate into the lesson to clarify difficult _
concepts?
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