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The Work of Gregor Mendel 11-1 http://sps.k12.ar.us/massengale/genetics%20tutorial.htm http://www.jic.bbsrc.ac.uk/germplas/pisum/zgs4f.htm Transmission of characteristics from parents to offspring _______________________is called ___________________. heredity how those SCIENCE that studies _____ The _________ characteristics are _________ passed on from one generation to the next is called Genetics ___________________ http://www.jic.bbsrc.ac.uk/germplas/pisum/zgs4f.htm The __________________ Father of Genetics is _________________, Gregor Mendel study a monk whose _________ of genetic traits was the beginning of our _________________ about understanding _____________________. how genes work http://hus.yksd.com/distanceedcourses/YKSDbiology/lessons/FourthQuarter/Chapter11/11-1/images/MendelExperiment.gif Mendel designed experiments using ____________ Pea plants in the __________ monastery garden _______ MALE part of flower makes Pollen ___________ (sperm) FEMALE __________ part of flower makes _______ egg cells http://www.cedarville.edu/academics/education/resource/schools/chca/2scideb/debwebpv.htm In pea plants, the pollen normally joins with an egg from the _______ same plant (=_______________ Self pollinating ) so seeds have “_________________” ONE parent http://hus.yksd.com/distanceedcourses/YKSDbiology/lessons/FourthQuarter/Chapter11/11-1/images/MendelExperiment.gif MENDEL’S PEA EXPERIMENTS Mendel started his experiments with peas that were _________________ true breeding = if allowed to _________________ self pollinate they would produce ____________________ offspring identical to themselves. http://hus.yksd.com/distanceedcourses/YKSDbiology/lessons/FourthQuarter/Chapter11/11-1/images/MendelExperiment.gif MENDEL’S PEA EXPERIMENTS removed pollen Mendel ____________________ making parts and ____________ added pollen from _______ another plant. This allowed him to _____________ cross-breed plants with ______________ different characteristics and study the results ________ http://hus.yksd.com/distanceedcourses/YKSDbiology/lessons/FourthQuarter/Chapter11/11-1/images/MendelExperiment.gif specific characteristic is A _____________________ trait called a ____________ Mendel ______________ studied 7 traits in peas. Pearson Education Inc,; Publishing as Pearson Prentice Hall MENDEL’S EXPERIMENTS P1 generation ____ (_________) parental F1 generation ____ filial (______= offspring) F2 generation ___ Principles of Dominance Section 11-1 P Generation Tall Go to Section: Short F1 Generation Tall Tall F2 Generation Tall Tall Tall Short Principles of Dominance Section 11-1 P Generation Tall Go to Section: Short F1 Generation Tall Tall F2 Generation Tall Tall Tall Short Principles of Dominance Section 11-1 P Generation Tall Go to Section: Short F1 Generation Tall Tall F2 Generation Tall Tall Tall Short crossed PURE PLANTS When Mendel ______________ with 2 ______________ traits: contrasting (EX: Tall crossed with short) He always found same pattern: 1. ONLY ______ ONE trait ____________ showed F1 in the ____ generation BUT . . . Missing trait ____________ returned in 2. ___________ F2 generation the ____ in a _________ 3:1 ratio PATTERNS ARE THE KEY Image modified from: http://www.laskerfoundation.org/rprimers/gnn/timeline/1866.html http://www.accessexcellence.org/AB/GG/mendel.html Mendel decided that there must be a __________________ that pair of FACTORS control ________each trait and that __________ one factor must be able to _______ HIDE the other. We now know that Mendel’s factors are genes carried on ________________ the pair of________________ homologous _________________ chromosomes http://www.emc.maricopa.edu/faculty/farabee/BIOBK/Crossover.gif ________ DIFFERENT gene CHOICES for a _______ trait are called ___________. ALLELES http://sps.k12.ar.us/massengale/genetics%20tutorial.htm DOMINANT __________________ = An allele HIDES the presence of that ________ another allele RECESSIVE __________________ = An allele that __________________ the is hidden by presence of another allele Why did the recessive trait disappear in the F1 generation and reappear in the F2? The pattern corresponds movement of to the ____________ chromosomes during ______________ MEIOSIS ____________________ Image modified from: http://www.laskerfoundation.org/rprimers/gnn/timeline/1866.html WHAT DOES MEIOSIS HAVE TO DO WITH IT? REMEMBER _____________ HOMOLOGOUS chromosomes SEPARATE ________________ during ANAPHASE I = _________________ SEGREGATION Image modified from: http://www.emc.maricopa.edu/faculty/farabee/BIOBK/Crossover.gif ____ F1 offspring __________ received an allele for tallness from their _______ TALL parent and an allele for shortness from their ________ SHORT parent. The F1 plants ALL ___________ LOOK TALL carryingan but are ___________ allele for _____________ shortness Images from: BIOLOGY by Miller & Levine; Prentice Hall Publishing ©2006 EXPLAINING the F1 CROSS SEGREGATION LAW OF ___________________ alleles are separated when the F1 plants ______________ made gametes When these gametes recombined to make the recessive F2 generation, the _____________ trait _______________ reappears in ¼ of the offspring Image from: BIOLOGY by Miller & Levine; Prentice Hall Publishing ©2006 SOUTH DAKOTA CORE SCIENCE STANDARDS LIFE SCIENCE: Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things 9-12.L.1.1. Students are able to relate cellular functions and processes to specialized structures within cells. Storage and transfer of genetic information SOUTH DAKOTA CORE SCIENCE STANDARDS LIFE SCIENCE: Indicator 2: Analyze various patterns and products of natural and induced biological change. 9-12.L.2.2. Students are able to describe how genetic recombination, mutations, and natural selection lead to adaptations, evolution, extinction, or the emergence of new species. Core High School Life Science Performance Descriptors High school students performing at the ADVANCED level: predict the function of a given structure; predict the outcome of changes in the cell cycle; INTRODUCTION TO BE ABLE TO DO LATER High school students performing at the PROFICIENT level: describe the relationship between structure and function compare and contrast the cell cycles in somatic and germ cells; INTRODUCTION TO BE ABLE TO DO LATER predict how traits are transmitted from parents to offspring explain how traits are transmitted from parents to offspring; High school students performing at the BASIC level recognize that different structures perform different functions describe the life cycle of somatic cells; INTRODUCTION TO BE ABLE TO DO LATER identify that genetic traits can be transmitted from parents to offspring; O T T F F S S E __ What comes next? It’s EASY if you know the PATTERN! (Just like Punnett Squares) 9 1 2 3 4 5 6 7 8 N O T T F F S S E __ N W H O I I E O R U V X E R E E E V E N I I G N H E T PROBABILITY & PUNNETT SQUARES 11-2 Interest Grabber Section 11-2 Tossing Coins •If you toss a coin, what is the probability of getting heads? Tails? If you toss a coin 10 times, how many heads and how many tails would you expect to get? Working with a partner, have one person toss a coin •ten times while the other person tallies the results on a sheet of paper. Then, switch tasks to produce a separate tally of the second set of 10 tosses. Interest Grabber Answers 1. Assuming that you expect 5 heads and 5 tails in 10 tosses, how do the results of your tosses compare? How about the results of your partner’s tosses? How close was each set of results to what was expected? Results will vary, but should be close to 5 heads and 5 tails. 2. Add your results to those of your partner to produce a total of 20 tosses. Assuming that you expect 10 heads and 10 tails in 20 tosses, how close are these results to what was expected? The results for 20 tosses may be closer to the predicted 10 heads and 10 tails. 3. If you compiled the results for the whole class, what results would you expect? The results for the entire class should be even closer to the number predicted by the rules of probability. 4. How do the expected results differ from the observed results? The observed results are usually slightly different from the expected results. PROBABILITY ____________________ likelihood that a is the __________ event will occur particular _________________ It can be written as a: 1/4 Fraction ____ 25% Percent ____ 1:3 Ratio ____ http://www.arborsci.com/CoolStuff/CoinFlip.jpg COIN FLIP There are 2 possible outcomes: HEADS TAILS The chance the coin will land on either one is: 1/2 ____ 50% ____ 1:1 ____ Alleles segregate randomly just like a coin flip. . . So can use probability to predict outcomes of genetic crosses. PROBABILITIES _____ outcomes ______ PAST DON’Taffect _________ones FUTURE If last coin flip was heads… there is still a 50/50 chance the next flip will be heads too. _____________works ______ Probability predicting best in ___________ a ________ number of events. large The more flips. . . The closer results will be to the expected 50:50 average. DOMINANT/RECESSIVE Dominant allele is represented by a _____________ ____________ capital letter. (usually the first letter of the trait) Recessive allele is represented by the SAME ____________ lower-case _________________ letter. T EX: Tall = ______ NOT S for short t Short =______ HOMOZYGOUS HETEROZYGOUS When both alleles in the pair are the _______, SAME the organism is _______________ HOMOZYGOUS or __________ PURE TT tt EX: ____ or ___ When both alleles in the pair are _____________, DIFFERENT the organism is HETEROZYGOUS or _____________ HYBRID _________________ Ex: ____ Tt PHENOTYPE/GENOTYPE genetic makeup The ________________ of an organism is itsGENOTYPE _____________ appearance The ____________of an organism is PHENOTYPE its _____________ MAKING A CROSS for only a ONE __________ GENE trait = MONOHYBRID CROSS ____________________ A Punnett square for a MONOHYBRID CROSS looks like this: PUNNETT SQUARES are used to show possible offspring from a cross between 2 parents Parent alleles go at _______________ top and on left side Boxes show T possible ____________ offspring combinations t ___________________ T T STEPS FOR MAKING CROSSES Figure out what _________________ parent alleles 1. ___________ are Choose Punnett square __________ size 2. ________correct__________ Put in possible_______________________ parent gametes 3. ______ Fill in boxes with _____________________ offspring combinations 4. ______ probabilities phenotypes 5. Determine ____________of_____________& genotypes ____________ IN PEA PLANTS Tall is dominant over short TALL = ____ T SHORT = ____ t LET’S MAKE A CROSS! PURE TALL XPURE SHORT PURE TALL parent What are the parent alleles? TT T HOMOZYGOUS _________ T What gametes can it make? PURE SHORT parent What are the parent alleles? tt t HOMOZYGOUS _________ t What gametes can it make? T T t Tt Tt t Tt Tt ALL _____ of the offspring 100 ____ % 4 ___/4 will be Tt PHENOTYPE _______ TALL GENOTYPE _____ HYBRID TALL parent What are the parent alleles? Tt T _________ HETEROZYGOUS t What gametes can it make? T t T TT Tt t Tt tt GENOTYPES TT ¼ = _____ Tt ½ = _____ tt ¼ = _____ 3/4 or ____% 75 TALL PHENOTYPES ____ _________ 1/4 or ____% ____ _________ 25 SHORT PRACTICE MAKING GAMETES for a MONOHYBRID CROSS Tall = ____ T t Short = ____ R Round seeds = ___ r Wrinkled seeds = ___ What are the possible gametes? Homozygous Tall parent = What gametes can it produce? T TT T What are the possible gametes? PURE wrinkled parent = What gametes can it produce? r rr r What are the possible gametes? Heterozygous Round parent = What gametes can it produce? R Rr r What are the possible gametes? Hybrid Tall parent = What gametes can it produce? T Tt t SOUTH DAKOTA CORE SCIENCE STANDARDS LIFE SCIENCE: Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things 9-12.L.1.1. Students are able to relate cellular functions and processes to specialized structures within cells. Storage and transfer of genetic information SOUTH DAKOTA CORE SCIENCE STANDARDS LIFE SCIENCE: Indicator 2: Analyze various patterns and products of natural and induced biological change. 9-12.L.2.1. Students are able to predict inheritance patterns using a single allele. (APPLICATION) Core High School Life Science Performance Descriptors High school students performing at the ADVANCED level: predict how traits are transmitted from parents to offspring High school students performing at the PROFICIENT level: explain how traits are transmitted from parents to offspring; High school students performing at the BASIC level identify that genetic traits can be transmitted from parents to offspring; Exploring Mendelian Genetics 11-3 http://www.eslkidstuff.com/images/tallshort.gif http://sps.k12.ar.us/massengale/genetics%20tutorial.htm GENES are more complicated than Mendel thought ENVIRONMENT influences the ____________________________ ________________________. expression of genes “Nature vs Nurture” = ________________________ provide the plan Genes ________ ______ for development, but how plan unfolds also depends on ______________conditions. environmental _______ GENES are more complicated than Mendel thought Some traits have choices ____________ MORE than 2 allele __________ MULTIPLE ALLELE TRAIT = ____________________ EX: blood type B ___ O A ___ Allele choices ___ GENES are more complicated than MENDEL thought Some traits are determined by ____________________________ MORE THAN ONE GENE POLYGENIC TRAIT = __________________ EX: human height. intelligence, skin & eye color http://www.bcps.org/offices/lis/models/life/images/grow.JPG GENES are more complicated than MENDEL thought Traits determined by ____________ MORE than ONE gene have _____ _________ many “___________” in-between phenotypes There aren’t just SMART people and DUMB people…. there is a ________________ whole range of intelligences in-between http://www.newtonswindow.com/problem-solving.htm GENES are more complicated than MENDEL thought KINDS OF DOMINANCE ____________________ COMPLETE DOMINANCE INCOMPLETE DOMINANCE ____________________ CO-DOMINANCE ____________________ COMPLETE DOMINANCE Dominant allele _______ masks __________ the ___________ recessive one PATTERN ? Recessive allele ____________ ________ returns in a _____ratio in the 3:1 ____ F2 generation http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookTOC.html INCOMPLETE DOMINANCE DON’T SEE expected __________ _____ 3:1 ratio in F2 generation Heterozygous organisms with one _____________ dominant and one recessive allele show a _________ BLENDED in-between trait Image modified from: http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookTOC.html CO-DOMINANCE BOTH traits are expressed at ___________ _______ SAME TIME (_____________________) in heterozygote NO BLENDING ROAN A ________HORSE has ______________ BOTH RED hair and __________ WHITE hair side by side CO-DOMINANCE Both traits are expressed together (NO BLENDING) in heterozygote Persons with an A allele AND a B allele have blood type AB REMEMBER Membrane proteins with _______ sugars attached that help cells recognize self = ______________ GLYCOPROTEINS http://www.mannanw.com/super-sugars.htm BLOOD TYPES have more than 2 allele choices MULTIPLE ALLELE TRAIT = _________________________ The pattern of sugars that is attached is determined by genes Allele choices are: A B O _____ ____ ____ BLOOD TYPES An A allele tells the cell to put “A” glycoproteins on its surface BLOOD TYPES A B allele tells the cell to put a different “B” glycoprotein on its surface BLOOD TYPES An O allele tells the cell NOT to put anything on the surface A and B are CO-DOMINANT A cell with BOTH an A and a B allele has BOTH “A” and “B” glycoproteins on its surface BLOOD TYPES & ALLELES GENOTYPE AA AO BB BO OO AB PHENOTYPE (BLOOD TYPE) A A B B O AB DONOR BLOOD A and AB see A as “like me” Body images modified from: http://www.new-fitness.com/images/body_shapes.jpg B and O see A as Different! IMMUNE SYSTEM ATTACKS! DONOR BLOOD B and AB see B as “like me” Body images modified from: http://www.new-fitness.com/images/body_shapes.jpg A and O see B as Different! IMMUNE SYSTEM ATTACKS! DONOR BLOOD O can donate to ____ EVERY BLOOD TYPE = _____________________ UNIVERSAL DONOR Nothing on surface to recognize as “NOT SELF” YOU DON’T HAVE ANYTHING I DON’T HAVE! Body images modified from: http://www.new-fitness.com/images/body_shapes.jpg DONOR BLOOD Only AB sees AB as “like me” Body images modified from: http://www.new-fitness.com/images/body_shapes.jpg A, B, and O see AB as Different! IMMUNE SYSTEM ATTACKS! AB can only GIVE to AB BUT . . . AB can RECEIVE FROM ______ EVERY BLOOD TYPE = ________________________ UNIVERSAL RECIPIENT Body image modified from: http://www.new-fitness.com/images/body_shapes.jpg BLOOD TYPE FREQUENCY IN USA A B AB O 40% 10% 4% 46% http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/newton/BldTyping.html Chromosomes that determine the sex of an organism = _________________ Sex chromosomes http://www.angelbabygifts.com/ All other chromosomes = _________________ autosomes Humans have two sex chromosomes X y and _____ 44 autosomes SEX DETERMINATION XX = female Xy = male Who decides? Mom can give X Dad can give X or y X X X XX XX y Xy Xy Dad determines sex of the baby. SO ____ If dad gives X with mom’s X = girl If dad give y with mom’s X = boy HEMOPHILIA CAUSE: Mutation in genes for Blood __________________ clotting proteins carried ______ on X chromosome Blood clotting proteins are missing so person with this disorder can’t stop bleeding when bleed to death from minor injured; can ________________ cuts or suffer internal bleeding from bruises or bumps. HEMOPHILIA Treatment: Need ____________ injections of normal clotting proteins to stop bleeding More commonin _____________ males because it is ______ TWO recessive X-linked, but females with ______ hemophilia alleles will also show the trait. 1 in 10,000 males has hemophilia COLORBLINDNESS CAUSE: Mutation in one of three genes for _______________ Color vision carried on X chromosome Persons with this disorder have trouble distinguishing colors. Red-green _________________ colorblindness is most common Seen in 1 in 10 males 1 in 100 females http://gizmodo.com/gadgets/peripherals/samsung-develops-lcd-for-colorblind-036306.php Males ONLY HAVE ONE X DEFECTIVE They either have the disorder NORMAL Or They are normal FEMALES HAVE TWO X CHROMOSOMES DEFECTIVE NORMAL DEFECTIVE Females have one normal gene that works. Femalesneed ________ 2 defective recessiv alleles to show the The X chromosome in males . . . flies WITHOUT a copilot! . . . there’s NO BACK UP X to help them! X-linked cross Xb Dad is not XB colorblind Mom is colorblind y Xb y Xb XB X b XB Xb Xb y What is the probability of having a colorblind boy? All boys will be colorblind What is the probability of having a colorblind girl?No girls will be colorblind Girls with this genotype: XB Xb don’t show the COLORBLIND trait They have a “backup” X. BUT. . . . They can pass the gene onto their offspring. A heterozygous person who carries a recessive allele for a genetic doesn’t disorder, but ________ show the trait themselves is called a _____________ CARRIER http://www.biochem.arizona.edu/classes/bioc460/spring/rlm/RLM36.1.html SOUTH DAKOTA CORE SCIENCE STANDARDS LIFE SCIENCE: Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things 9-12.L.1.1. Students are able to relate cellular functions and processes to specialized structures within cells. Storage and transfer of genetic information Core High School Life Science Performance Descriptors High school students performing at the ADVANCED level: predict how traits are transmitted from parents to offspring High school students performing at the PROFICIENT level: explain how traits are transmitted from parents to offspring; High school students performing at the BASIC level identify that genetic traits can be transmitted from parents to offspring; SOUTH DAKOTA ADVANCED SCIENCE STANDARDS LIFE SCIENCE: Indicator 2: Analyze various patterns and products of natural and induced biological change. 9-12.L.2.1A. Students are able to predict the results of complex inheritance patterns involving multiple alleles and genes. (SYNTHESIS) Examples: human skin color, polygenic inheritance