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SBI3U: Grade 11 Biology
GENETIC PROCESSES
Big Ideas, Ministry
Expectations
 Genetic and genomic research can have
social and environmental implications
 Variability and diversity of living organisms
result from the distribution of genetic
materials during the process of meiosis
Misconceptions – Topics
Genetic Technologies – greatest # of misconceptions
 Genetic research works to cure disease, in reality
the focus is in understanding to improve treatment
Misconceptions - Topics
Deterministic nature of genes –
 1 gene is always responsible for 1 trait OR 1
mutation always causes 1 disease
 The discovery of genes that convey and determine a
specific phenotype is often displayed in the media
 i.e. “Turning Off Suspect Gene Makes Mice Smarter”
 However, it is rare for a single gene to have
complete control over a phenotype. Instead,
multiple factors contribute to phenotype.
Multiple genes often work together with the
environment to determine ultimate phenotype.
Misconceptions - Topics
Nature of Genes and Genetic Material –
 Lower organisms, including bacteria and
fungi, often do not carry DNA due to the
hierarchical organization of genetic material
 Unable to accurately define DNA, genes, &
chromosomes (terms used interchangeably)
Misconceptions – Topics
 Genetic Basis of disease –
 Confusion of “heredity” and “genetic” when
describing diseases
 Students completely misrepresented the
genetic nature of specific illnesses
 i.e. calling HIV an inherited disorder
 In reality, while most illnesses have a genetic
component, this does not make them
hereditary
Misconceptions – Topics
Reproductive technologies –
 In future, parents would have reproductive
control to ‘improve’ and ‘design’ their
offspring to create the ‘perfect child’
 Reality is, this does not reflect the goals or
ongoing work of genetics research
Misconceptions – Quotes from
Students
“If you were to have three chromosomes
instead of the normal two, that child will have
Down syndrome.”
Correct conception:
 Humans have 23 pairs of chromosomes. Only
an extra copy of chromosome 21 causes
Down Syndrome.
Misconceptions – Quotes from
Students
“Half of your DNA is determined by your mother’s side,
and half is by your father. So, say, if you seem to
look exactly like your mother, and had gotten all
phenotypes from her, perhaps some DNA that codes
for your body and how your organs run was copied
from your father’s genetic makeup.”
Correct conception:
 Each cell in the body contains two copies of each
chromosome, and therefore each gene, one copy
from the mother and the other from the father. Both
alleles may contribute to all attributes/traits that are
generally controlled. Moreover, most gene products
(proteins) interact with other genes and do not act in
isolation.
Misconceptions – Quotes from
Students
“Genes determine everything from your sex,
and hair colour, to what diseases you may
have and how high you will grow.”
Correct conception:
 Genes are not necessarily deterministic. More
frequently, environmental influences couples
with genotype determined phenotype.
Misconceptions – Quotes from
Students
“If everyone on both sides of your family is tall, you
are going to be tall. If half are tall and half are
short, you have a 50/50 chance of being either
tall or short. You also have the possibility of
being somewhere in the middle.”
Correct conception:
 This quotation appears to assume that single
genes (perhaps taken from a simple Punnet
square idea) determine height. Indeed, multiple
genes, nutrition and environment all play a role.
Misconceptions – Quotes from
Students
“All humans have DNA, as do animals, plants,
and most bacteria and fungi.”
Correct conception:
 All living organisms, including bacteria and
fungi, have DNA.
Misconceptions – Quotes from
Students
“In the future knowledge about genetics could help
stop deadly diseases and cancers. However this
will only help with diseases that are hereditary”
Correct conception:
 Most illnesses have a genetic component
without being hereditary. Therefore, a
knowledge of genetics could have much further
reach than this student recognizes. Indeed, the
knowledge of the genetics of different viruses,
for example, has resulted in vaccines for strains
of influenza.
Reference
Mills Shaw, K. R., Van Horne, K., Zhang, H., &
Boughman, J. (2008). Genetics Education:
Innovations in Teaching and Learning
Genetics; Essay Contest Reveals
Misconceptions of High School Students in
Genetics Contest. The Genetics Society of
America , 1157-1168.
Connections to other Units
 Diversity of Living Things
 Genetics determine the variation/diversity of all
living things
 Evolution
 Genetic variances over periods of time affect the
phenotype of species
 Animals and Plants: structure and function
 Amino acids and proteins determine the structure
and function of organelles
18 Day Unit Plan – Day 1
Topic
 4.1
 Introduction (T/F);
 Cell Division and Genetic Material
Curriculum Expectations
 D2.1 use appropriate terminology related to genetic
processes, including, but not limited to: haploid, diploid,
spindle, synapsis, gamete, zygote, heterozygous,
homozygous, allele, plasmid, trisomy,
 non-disjunction, and somatic cell [C]
 D3.2 explain the concepts of DNA, genes, chromosomes,
alleles, mitosis, and meiosis, and how they account for the
transmission of hereditary characteristics according to
Mendelian laws of inheritance
18 Day Unit Plan – Day 2
Topic
 4.1
 Cell Division and Genetic Material
Curriculum Expectations
 D2.1 use appropriate terminology related to genetic processes,
including, but not limited to: haploid, diploid, spindle, synapsis,
gamete, zygote, heterozygous, homozygous, allele, plasmid,
trisomy,
 non-disjunction, and somatic cell [C]
 D3.2 explain the concepts of DNA, genes, chromosomes, alleles,
mitosis, and meiosis, and how they account for the transmission
of hereditary characteristics according to Mendelian laws of
inheritance
Assessment
 Entry Ticket 4.1
18 Day Unit Plan – Day 3
Topic
 4.2
 Sexual Reproduction
Curriculum Expectations
 D2.1 use appropriate terminology related to genetic processes,
including, but not limited to: haploid, diploid, spindle, synapsis,
gamete, zygote, heterozygous, homozygous, allele, plasmid,
trisomy,
 non-disjunction, and somatic cell [C]
 D3.1 explain the phases in the process of meiosis in terms of cell
division, the movement of
 chromosomes, and crossing over of genetic material
 D3.2 explain the concepts of DNA, genes, chromosomes, alleles,
mitosis, and meiosis, and how they account for the transmission
of hereditary characteristics according to Mendelian laws of
inheritance
18 Day Unit Plan – Day 4
Topic
 4.2
 Sexual Reproduction
Curriculum Expectations
 D1.2 evaluate, on the basis of research, the importance of some
recent contributions to knowledge, techniques, and technologies
related to genetic processes [IP, PR, AI, C]
 D3.4 describe some genetic disorders caused by chromosomal
abnormalities (e.g., non-disjunction
 of chromosomes during meiosis) or other genetic mutations in
terms of chromosomes affected,
 physical effects, and treatments
Assessment
 Entry Ticket 4.2
18 Day Unit Plan – Day 5
Topic
 Activity 1
 Wet Lab
 Kiwi Cells
Curriculum Expectations
 D1.2 evaluate, on the basis of research, the importance of some
recent contributions to knowledge, techniques, and technologies
related to genetic processes [IP, PR, AI, C]
 D2.2 investigate the process of meiosis, using a microscope or
similar instrument, or a computer simulation, and draw biological
diagrams to help explain the main phases in the process [PR, AI,
C]
Assessment
 Lab Assignment
18 Day Unit Plan – Day 6
Topic
 5.1
 Understanding Inheritance
Curriculum Expectations
 D3.2 explain the concepts of DNA, genes,
chromosomes, alleles, mitosis, and meiosis, and how
they account for the transmission of hereditary
characteristics according to Mendelian laws of
inheritance
 D3.3 explain the concepts of genotype, phenotype,
dominance, incomplete dominance, codominance,
recessiveness, and sex linkage according to
Mendelian laws of inheritance
18 Day Unit Plan – Day 7
Topic
 5.2
 Studying Genetic Crosses
Curriculum Expectations
 D2.3 use the Punnett square method to solve basic
genetics problems involving monohybrid crosses,
incomplete dominance, codominance, dihybrid
crosses, and sex-linked genes [PR, AI, C]
 D3.3 explain the concepts of genotype, phenotype,
dominance, incomplete dominance, codominance,
recessiveness, and sex linkage according to
Mendelian laws of inheritance
18 Day Unit Plan – Day 8
Topic
 5.2
 Studying Genetic Crosses
Curriculum Expectations
 D2.3 use the Punnett square method to solve basic genetics
problems involving monohybrid crosses, incomplete
dominance, codominance, dihybrid crosses, and sex-linked
genes [PR, AI, C]
 D3.3 explain the concepts of genotype, phenotype,
dominance, incomplete dominance, codominance,
recessiveness, and sex linkage according to Mendelian laws
of inheritance
Assessment
 Entry Ticket 5.2
18 Day Unit Plan – Day 9
Topic
 5.3
 Following Patterns of Inheritance in Humans
Curriculum Expectations
 D2.3 use the Punnett square method to solve basic
genetics problems involving monohybrid crosses,
incomplete dominance, codominance, dihybrid
crosses, and sex-linked genes [PR, AI, C]
 D3.3 explain the concepts of genotype, phenotype,
dominance, incomplete dominance, codominance,
recessiveness, and sex linkage according to
Mendelian laws of inheritance
18 Day Unit Plan – Day 10
Topic
 Activity 2
Dry Lab
 Dragon Activity
Curriculum Expectations
 D2.3 use the Punnett square method to solve basic genetics problems
involving monohybrid crosses, incomplete dominance, codominance,
dihybrid crosses, and sex-linked genes [PR, AI, C]
 D3.2 explain the concepts of DNA, genes, chromosomes, alleles,
mitosis, and meiosis, and how they account for the transmission of
hereditary characteristics according to Mendelian laws of inheritance
 D3.3 explain the concepts of genotype, phenotype, dominance,
incomplete dominance, codominance, recessiveness, and sex linkage
according to Mendelian laws of inheritance
Assessment
 Dragon Activity
18 Day Unit Plan – Day 11
Topic
 4.3
 Reproductive Strategies and Technologies
Curriculum Expectations
 D1.1 analyse, on the basis of research, some of the social and
ethical implications of research in genetics and genomics (e.g.,
genetic screening, gene therapy, in vitro fertilization) [IP, PR, AI,
C]
 D1.2 evaluate, on the basis of research, the importance of some
recent contributions to knowledge, techniques, and technologies
related to genetic processes (e.g., research into the cystic fibrosis
gene; the use of safflowers to produce insulin for human use) [IP,
PR, AI, C]
Assessment
Quiz 5.1-5.3
18 Day Unit Plan – Day 12
Topic
 4.3
 Reproductive Strategies and Technologies
Curriculum Expectations
 D1.1 analyse, on the basis of research, some of the social and ethical
implications of research in genetics and genomics (e.g., genetic
screening, gene therapy, in vitro fertilization) [IP, PR, AI, C]
 D1.2 evaluate, on the basis of research, the importance of some recent
contributions to knowledge, techniques, and technologies related to
genetic processes (e.g., research into the cystic fibrosis gene; the use of
safflowers to produce insulin for human use) [IP, PR, AI, C]
 D3.5 describe some reproductive technologies (e.g., cloning, artificial
insemination, in vitro
 fertilization, recombinant DNA), and explain how their use can increase
the genetic diversity of a species (e.g., farm animals, crops)
18 Day Unit Plan – Day 13
Topic
 Computer Lab
 STSE – genetic technologies
18 Day Unit Plan – Day 14
Topic
 In Class Activity
 GMO Debate;
 Work Period
 - STSE Project
Assessment
 Exit Ticket
18 Day Unit Plan – Day 15
Topic
 REVIEW
 4.1-5.3
18 Day Unit Plan – Day 16
Topic
 Work Period
- STSE Project
Assessment
 Unit Test 4.1-5.3
18 Day Unit Plan – Day 17/18
Topic

STSE Presentations
Curriculum Expectations

A1.1 formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make
informed predictions, and/or formulate educated hypotheses to focus inquiries or research

A1.3 identify and locate a variety of print and electronic sources that enable them to address research
topics fully and appropriately

A1.7 select, organize, and record relevant information on research topics from a variety of appropriate
sources, including electronic, print, and human sources, using suitable formats and an accepted form of
academic documentation

A1.9 analyze the information gathered from research sources for logic, accuracy, reliability, adequacy, and
bias

A1.10 draw conclusions based on inquiry results and research findings, and justify their conclusions with
reference to scientific knowledge

A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic
presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports,
presentations, debates, simulations, models)

A1.12 use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of
measurement (e.g., SI units, imperial units)
Assessment
STSE Assignment
Activity 1
WET LAB – DNA EXTRACTION
OBJECTIVE
 To extract DNA from kiwi fruit.
MATERIALS











¼ of a Kiwi Fruit (skinned)
Ziploc Plastic bags
100mL Beaker (2)
1 tbsp. Transparent Liquid Dish Soap
¼ tsp. Salt
50mL Water
Stirring Rods
Filter
25mL Ethanol (Ice Cold)
Pipette or Medicine Dropper
Micro Centrifuge
PROCEDURE
1. Put ¼ of a Kiwi Fruit in a Ziploc Bag, seal the bag,
2.
3.
4.
5.
and squish the kiwi with your fingers.
In a 100ml beaker, combine 1 tbsp. transparent
liquid dish soap and ¼ tsp. Salt. Add 50ml water to
the beaker and stir slowly to dissolve the salt and
soap. Avoid making bubbles or foam.
Add this mixture to the kiwi fruit in the Ziploc bag.
Squish the kiwi and mixture together in the bag to
combine.
Rinse out the beaker and put a filter across the top.
PROCEDURE continued
7. Gently pour the kiwi solution through the filter into
8.
9.
10.
11.



the beaker until the beaker is ½ full of the
solution.
Holding the beaker slightly on an angle, pour
ethanol onto the wall of the beaker to add it to the
kiwi solution. Add ethanol until the beaker is ¾ full.
Let the mixture sit for a couple minutes and
observe. Record your observations below.
Using the pipette, extract the precipitate into the
micro centrifuge. (One per person.)
Clean-up:
Dispose of filters and Ziploc Bags
Rinse beakers, pipettes, and stirring rods
Return all materials to their original location
DISCUSSION QUESTIONS
1. Where can DNA be found in the cell?

The nucleus
DISCUSSION QUESTIONS
2. Discuss the role of the soap on the cell.
What is the purpose of soap in this lab?

Soap breaks down the fatty lipid bilayer of the
cell membrane and nuclear membrane to release
the DNA into the solution by disrupting the polar
interactions that hold the cell membrane
together. The soap forms compounds with the
lipids which cause the, to precipitate out of the
solution.
DISCUSSION QUESTIONS
3. What is the purpose of salt in this lab?

Salt shields the negative phosphate ends of the
DNA, allowing DNA to come together and
precipitate our of the cold alcohol solution. Salt,
when diluted in water, produces sodium chloride
which precipitates the proteins and
carbohydrates. This occurs because the sodium
and chloride ions are more charged and much
more polar than the proteins and carbohydrates,
therefore they displace them out of the solution.
DISCUSSION QUESTIONS
4. Why was the cold ethanol added to the kiwi
solution?

The ethanol precipitates the DNA while leaving
other substances in the solution.
Activity 2
DRY LAB – DESIGN A DRAGON
Overview
 In this activity, you will design a dragon using
pre-determined genotypes and phenotypes.
Let’s get started!
 Determine the biological sex of your dragon
by flipping a coin. Heads is female and tails is
male. _____________________________
What will my dragon look
like?
 For the rest of the activity, you will flip a coin
to determine what characteristics your
dragon will have.
Chromosome 1 and Chromosome 2
 The traits determined by Chromosome 1 and
Chromosome 2 are dominant, recessive,
incomplete dominance or co-dominance
and are outlined in the tables on the next
slide.
 Flip a coin to determine if the allele is
dominant or recessive. Heads is dominant
and tails is recessive. You will need to flip the
coin twice since the above traits are
determined by two alleles. Fill in the chart
below.
Chromosome 1 and Chromosome 2
Fill in the chart below
DESIGN A DRAGON
QUESTIONS