Download BioUnit3AlignedMaterialsList

Aligned Materials List
Unit 3—Genetics
1. Genetics of Parenthood:
Genetics of parenthood reference sheets (photocopies), genetics of parenthood data
sheets (copy), crayons, white office paper, 2 coins/group
2. Genetics—An Introductory Web Quest (no materials needed for this science
technology integration activity).
3. DNA Replication and Protein Synthesis Web Investigation: computers
4. Reebop lab: envelopes, pink female chromosomes, green male chromosomes, key to
the reebop traits, data sheet, crayons/pencils
5. Crossing over/Genetic Recombination lab: color pencils, bio text book (Biology, The
Dynamics of Life. Glencoe/McGraw-Hill, 2002 Ed.)
6. Genetic Science learning Center Web Quest: computers
Performance Assessment materials needed: poster boards, trifolds, computers, LCD
classroom projectors
Crossing Over/Genetic Recombination Lab
Crossing over occurs during meiosis and involves only the nonsister
chromatids that are present during tetrad formation. The process is
responsible for the appearance of new combinations of alleles in gamete
cells.
Using colored pencils, take the following cell through the requested phases
of Meiosis demonstrating re-assortment and crossing over between labeled
alleles. Use different colors to distinguish between the homologous
chromosomes this organism received from it’s female parent and it’s male
parent. Reference the diagrams on page 273, 275 and 276 of your book.
Analysis
What is the formation the homologous chromosomes make during
Prophase I? ____________________
How many gametes are created from one diploid cell? __________
Define crossing over and explain when it occurs.
________________________________________________________
________________________________________________________
Compare any differences in the appearance of genes on chromosomes in
gamete cells when crossing over occurs and when it does not occur.
________________________________________________________
________________________________________________________
________________________________________________________
Crossing over has been compared to “shuffling the deck” in cards. Explain
what this means.
What would be accomplished if crossing over occurred between sister
chromatids? Explain your answer.
________________________________________________________
________________________________________________________
________________________________________________________
What is the second way genetic recombination occurs during meiosis?
________________________________________________________
________________________________________________________
________________________________________________________
Why are there so many varied phenotypes within a species such as humans?
________________________________________________________
________________________________________________________
________________________________________________________
Compare the original diploid cell with the haploid gametes. What
differences do you note?
________________________________________________________
________________________________________________________
____________________________________________________
Prophase I (just prior to crossing over)
Metaphase I (after crossing over)
Telophase I
Metaphase II
After Telophase II
Name __________________________ Period _________
Title:
Reebop lab
Purpose:
Predict what a baby “Reebop” will look like given the parents’ chromosomes.
Procedure:
1. You will work in pairs. One person is mom, one person is dad. You should have 1 envelope with
pink female chromosomes and green male chromosomes.
2. You and your partner should take out the paper strips (chromosomes) and turn them over so the
letters aren’t showing. Pair them according to color and length. You will have 7 pairs of
chromosomes for “Mom” and 7 pairs of chromosomes for “Dad”.
3. When all of the chromosomes are paired, each person should pick one chromosome of each length
from each parent and place them in a “Baby” pile. Put the left over “chromosomes” back in the
envelope.
4. Now find out what your baby looks like. Turn over the chromosomes and decode the letters (genes)
using the “Key to Reebop traits”. Write your answers on the data table on your data sheet.
5. Place all paper strips from your baby back in the envelope. Go to the supply table at the front of the
room to get your supplies.
6. Construct your baby. Draw and color a picture of your baby on the back of this paper.
7. Draw and color a picture of a neighboring group’s baby. Write a couple of sentences (under the
pictures) describing how it is similar and different from your baby.
Key to Reebop Traits
Genes
AA =
Aa =
aa =
Trait
one antenna
three antennae
two antennae
Supply
pretzel stick
TT =
straight tail
pull-and-peel Twizzler
Use toothpicks as
tendons and
ligaments to
connect your
baby’s body parts.
Name __________________________ Period _________
Tt =
tt =
straight tail
curly tail
Make sure to get an
extra large
marshmallow for
your baby
Reebop’s head!
MM =
Mm =
mm =
two body segments
two body segments
three body segments
large marshmallow
QQ =
Qq =
qq =
yellow nose
orange nose
pink nose
small colored marshmallow
LL =
Ll =
ll =
red legs
orange legs
yellow legs
Dot or Mike & Ike candy
DD =
Dd =
dd =
2 pink humps
2 pink humps
1 yellow hump
small colored marshmallow
EE =
Ee =
ee =
two eyes
three eyes
one eye
small marshmallow (split in half so it will stick)
Do I look a little
puffy today?
Name __________________________ Period _________
Reebop Lab Data Sheet
Data Table
Genes (letters)
Phenotype (appearance)
Antenna
Nose
Eyes
Humps
Tail
Legs
Segments
Pictures & Comparison
Your baby
Another baby
Comparison/Contrast:
Conclusions:
Use the “Key to Reebop traits” to help you answer these questions.
1.
What are the phenotypes for these genes?
a. Aa
b. EE
c. dd
d. Mm
2.
3.
4.
What is the recessive trait for tail shape (2 small letters)?
What is the dominant trait for body segments (2 large letters)?
Make a Punnett square. Cross a yellow-nosed female with a pink-nosed male. What color nose will the offspring have?
5.
Make a Punnett square. Cross a 3 eyed creature with a 1 eyed creature. What percent of the offspring are hybrids?
Name __________________________ Period _________
http://www.lexington1.net/lv/wkms/hp.nsf/Files/wkmwebquest/$FILE/Genetics.html
Genetics:
An Introductory Web Quest
Part I: Terms and Definitions
Look up the following terms on the site provided. Please write the definition for each on
your worksheet in your own words. Make sure you understand each term before you go
on to part two. You will be using these terms to help you in parts two and three.
The Gene School Glossary:
http://library.thinkquest.org/28599/glossary.htm
Gene:
Chromosome:
Inherited Traits:
Genetics:
Traits:
Acquired Traits:
Phenotypes:
Genotypes:
Part II: Background and Basics
Gregor Mendel : The Father of Genetics
http://www.accessexcellence.org/AB/BC/Gregor_Mendel.html
1. What type of plants was Gregor Mendel most famous for experimenting on?
2. What did Gregor Mendel do for a living?
3. What was Mendel the first person to do?
Mendel's Discoveries:
http://www.sonic.net/~nbs/projects/anthro201/disc/
4. Name three of the seven traits that Mendel studied in his first experiment.
5. Scroll to the section on "Labeling." Explain the standard way that variations of a trait
are labeled.
Genes, Alleles and Traits: What's the difference?
http://library.thinkquest.org/18258/difference.htm
6. You defined genes and chromosomes in section I. Using the information on this page,
and your
Name __________________________ Period _________
definitions what is the difference between a chromosome and a gene?
7. What is a trait in comparison to a gene?
Genetic Inheritance: Phenotypes vs. Genotypes
http://www.accessexcellence.org/AB/WYW/wkbooks/PAP/inheritance.html
Go to the section labeled, "Genotypes versus Phenotypes."
8. When is the only time that a recessive allele can be expressed as a trait?
9. How are organisms that are homozygous for a specific dominant trait expressed?
10. How are organisms that are homozygous for a specific recessive trait expressed?
11. How are organisms that are heterozygous expressed?
Part III: Practicing with Punnett Squares:
Click here for a review of Punnett squares and some basic practice with completing the
squares.
Now visit the Arizona biology site for more practice:
http://www.biology.arizona.edu/mendelian_genetics/problem_sets/monohybrid_cross/01
q.html
Part IV: Genetics all around us
We use genetics in a variety of ways everyday, and a great number of ongoing projects
and research involve genetics today. Choose one of the topics below. Explore the link
provided under each topic and write down at least 3 interesting facts about the topic on
your worksheet. Then write at least one paragraph about how you think genetics is
involved in that topic/research, and how it affects us everyday.
Cloning:
http://library.thinkquest.org/28599/cloning.htm
Gene Therapy:
http://library.thinkquest.org/28599/gene_therapy.htm
Genetic Engineering and Agriculture:
http://library.thinkquest.org/28599/agriculture.htm
Genetic Testing
http://library.thinkquest.org/28599/testing.shtml
Name __________________________ Period _________
The Human Genome Project
http://library.thinkquest.org/28599/human_genome.htm
The Cat Genome Project
http://rex.nci.nih.gov/lgd/Cat/cat_genome.htm
DNA and the law: Forensic DNA
http://library.thinkquest.org/28599/courtroom.htm
Genetic Diseases
http://www.hhmi.org/GeneticTrail/disorder/2kind.htm
Name __________________________ Period _________
The Genetics of Parenthood
Standard Course of Study Goals and Objectives
Competency Goal 2: The learner will develop an understanding of the continuity of life and
the changes of organisms over time.
Objective 2.03: Interpret and use the laws of probability to predict patterns of inheritance.
Introduction to the Teacher
This is a simulation that easily captures student interest, and can be varied to meet different
ability levels. Making the assumption that the P (parental) generation is heterozygous at all
loci and that independent assortment occurs (no linkages), students flip coins to determine
which allele they will pass on to the F1 generation, and draw the resulting child's face.
Emphasize the variation that occurs, reminding the students that all of these children are
genetic siblings since all parents have identical genotypes.
Several inheritance patterns are represented in this simulation, and it is important to review
these with the students beforehand. Inheritance of the traits used in this simulation has been
simplified to serve as a model. Actual inheritance is far more complex; students may need to be
reminded about this in case they get overly concerned about their own traits.
• Dominant: allele that masks the expression of another; represented by capital letters (R,
V)
• Recessive: allele that is expressed only if both parents contribute it; represented by small
letters (r, v)
• Incomplete dominance: phenotype of the heterozygote is an intermediate form;
represented by capital letters and subscripts (C1, C2); an example is red color tints in the
hair
• Polygenic: several genes contribute to the overall phenotype; an example is skin color
• Sex-linked: commonly applied to genes on the X chromosome, the more current term is
X-linked; genes on the Y chromosome are holandric genes; no examples in this activity
• Epistasis: one gene masking the effects of another ; an example is hair color to red color
tints
After students have completed their individual data sheets, they need to collect class data for
at least traits # 2 and trait # 8 in order to answer the analysis questions. This is a good time
for class discussion of the probability of individuals sharing multiple traits.
Additional Activity Ideas
Name __________________________ Period _________
1. Have each “parent” draw the child’s face. Then compare the “mother’s” and the
“father’s” perception of characteristics.
2. Do the lab twice, comparing the genotypes and phenotypes of the resulting siblings.
3. “Marry” the children off, to produce an F2 generation (grandchildren).
4. Instead of drawing the face, decorate an egg or a five-pound package based on the child’s
traits. It can then be used in the activity “Problem Solving in Genetic Disorders” by Nikki
Chen, or “One + One = One” by Dorothy Josephine Cox.
References
Adapted from materials from Joan Carlson, Jack Doepke, Judy Jones and Randyll Warehime
Lewis, Rikki. 1994. Human Genetics: Concepts and Applications. Wm. C. Brown Publishers.
Stine, Gerald J. 1989. The New Human Genetics. Wm. C. Brown Publishers.
Prepared by Lenore Kop and Thomas Crowley
Name __________________________ Period _________
The Genetics of Parenthood Lab
Purpose
To model how different combinations of genes inherited by offspring can produce
tremendous variations in appearance.
Materials





2 coins
The Genetics of Parenthood Reference Sheets
The Genetics of Parenthood Data Sheet
Drawing paper
Pens/Crayons
Introduction
Why do people, even closely related people, look slightly different from each other? The
reason for these differences in physical characteristics (called phenotype) is the different
combination of genes possessed by each individual.
To illustrate the tremendous variety possible when you begin to combine genes, you and a
classmate will establish the genotypes for a potential offspring. Your baby will receive a
random combination of genes that each of you, as genetic parents, will contribute. Each
normal human being has 46 chromosomes (23 pairs—diploid) in each body cell. In forming
the gametes (egg or sperm), one of each chromosome pair will be given, so these cells have
only 23 single chromosomes (haploid). In this way, you contribute half of the genetic
information (genotype) for the child; your partner will contribute the other half.
Because we don’t know your real genotype, we’ll assume that you and your partner are
heterozygous for every facial trait. Which one of the two available alleles you contribute to
your baby is random, like flipping a coin. In this lab, there are 36 gene pairs and 30 traits,
but in reality there are thousands of different gene pairs, and so there are billions of possible
gene combinations!
Name __________________________ Period _________
Procedure
Record all your work on the Data Sheet.
1. Determine your baby’s gender. Remember, this is determined entirely by the father. The
mother always contributes an X chromosome to the child.
Heads = X chromosome, so the child is a girl
Tails = Y chromosome, so the child is a boy
2. Name the child. (Please don’t take more than 1 minute to come up with a name!)
3. Determine the child’s facial characteristics by having each parent flip a coin.
Heads = child will inherit the first allele (i.e., B or N1) in a pair
Tails = child will inherit the second allele (i.e., b or N2) in a pair
4. On the Data Sheet, circle the allele that the parent will pass on to the child and write the
child’s genotype.
5. Using the information in the Reference Sheets, look up and record the child’s phenotype
for each trait.
6. Some traits follow special conditions, which are explained in the Reference Sheets.
7. When the Data Sheet is completed, draw your child’s portrait as he/she would look as a
teenager. You must include the traits as determined by the coin tossing. Write your
child’s full name on the portrait.
Name __________________________ Period _________
The Genetics of Parenthood
Reference Sheets
1. FACE SHAPE:
Round (AA, Aa)
Square (aa)
2. CHIN SIZE: The results may affect the next two traits.
Very prominent (BB, Bb)
Less prominent (bb)
3. CHIN SHAPE: Only flip coins for this trait if chin size is very prominent. The genotype bb
prevents the expression of this trait.
Round (CC, Cc)
Square (cc)
4. CLEFT CHIN: Only flip coins for this trait if chin size is very prominent. The genotype bb
prevents the expression of this trait.
Present (DD, Dd)
Absent (dd)
5. SKIN COLOR: To determine the color of skin or any other trait controlled by more than
1 gene, you will need to flip the coin for each gene pair. Dominant alleles represent color;
recessive alleles represent little or no color.
For example, if there are 3 gene pairs...
a. First coin toss determines whether the child inherits E or e.
b. Second coin toss decides F or f inheritance.
c. Third coin toss determines inheritance of G or g.
6 dominant alleles - black
5 dominant alleles - very dark brown
4 dominant alleles - dark brown
3 dominant alleles - medium brown
2 dominant - light brown
1 dominant - light tan
0 dominant - white
Name __________________________ Period _________
6. HAIR COLOR: Determined by 4 gene pairs.
8 dominant - black
3 dominant - brown mixed w/blonde
7 dominant - very dark brown
2 dominant - blond
6 dominant - dark brown
1 dominant - very light blond
5 dominant - brown
0 dominant - silvery white
4 dominant - light brown
7. RED COLOR TINTS IN THE HAIR: This trait is only visible if the hair color is light brown
or lighter (4 or less dominant alleles for hair color).
Dark red tint (L1L1)
Light red tint (L1L2)
No red tint (L2L2)
8. HAIR TYPE:
Curly (M1M1)
Wavy (M1M2)
9. WIDOW'S PEAK:
Present (OO, Oo)
Straight (M2M2)
Absent (oo)
10. EYE COLOR:
PPQQ - black
PPQq - dark brown
PpQQ - brown with green tints
PpQq - brown
PPqq- violet
Ppqq - gray blue
11. EYE DISTANCE:
Close (R1R1)
Average (R1R2)
12. EYE SIZE:
Large (S1S1)
Medium (S1S2)
ppQQ - green
ppQq - dark blue
ppqq - light blue
Far apart (R2R2)
Small (S2S2)
Name __________________________ Period _________
13. EYE SHAPE:
Almond (TT, Tt)
Round (tt)
14. EYE SLANTEDNESS:
Horizontal (UU, Uu)
15. EYELASHES:
Long (VV, Vv)
16. EYEBROW COLOR:
Darker than hair
color (W1W1)
Upward slant (uu)
Short (vv)
Same as hair
color (W1W2)
Lighter than hair
color (W2W2)
17. EYEBROW THICKNESS:
Bushy (ZZ, Zz)
Fine (zz)
18. EYEBROW LENGTH:
Not connected (AA, Aa)
Connected (aa)
19. MOUTH SIZE:
Long (B1B1)
20. LIP THICKNESS:
Thick (CC, Cc)
Medium (B1B2)
Short (B2B2)
Thin (cc)
Name __________________________ Period _________
21. DIMPLES:
Present (DD, Dd)
22. NOSE SIZE:
Large (E1E1)
Absent (dd)
Medium (E1E2)
Small (E2E2)
23. NOSE SHAPE:
Rounded (FF, Ff)
Pointed (ff)
24. NOSTRIL SHAPE:
Rounded (GG, Gg)
Pointed (gg)
25. EARLOBE ATTACHMENT:
Free (HH, Hh)
Attached (hh)
26. DARWIN'S EARPOINT:
Present (II, Ii)
Absent (ii)
Name __________________________ Period _________
27. EAR PITS:
Present (JJ, Jj)
Absent (jj)
28. HAIRY EARS:
Present (KK, Kk)
Absent (kk)
29. FRECKLES ON CHEEKS:
Present (LL, Ll)
Absent (ll)
30. FRECKLES ON FOREHEAD:
Present (MM, Mm)
Absent (mm)
Name __________________________ Period _________
The Genetics of Parenthood
Data Sheet
Parents ____________________ and _________________________
Child's gender _____
Child's name__________________________
Fill in the data table as you determine each trait described in the Reference Sheets. Do not
simply flip the coin for all traits before reading the guide, because some of the traits have
special instructions.
#
TRAIT
1
Face
Shape
Chin Size
2
3
4
5
Chin
Shape
Cleft Chin
ALLELE
FROM
MOM
A a
B
b
B
b
C
c
C
c
D
d
D
d
F f
E e
G g
H h
J j
L1
F f
7
Skin Color E e
G g
Hair
H h
Color
J j
L1
Red Tints
8
Hair Type
6
9
Widow's
Peak
10 Eye Color
ALLELE
FROM
DAD
A a
I i
K k
L2
M 1 M2
O
o
I i
K k
L2
M1 M2
O
o
P p Q
q
R 1 R2
P p Q
q
R1 R2
S1 S2
S1 S2
13 Eye Shape
T
t
T
t
14 Eye Slantedness
15 Eyelashes
U
u
U
u
V
v
V
v
11 Eye
Distance
12 Eye Size
CHILD'S
GENOTYPE
CHILD'S PHENOTYPE
(written)
Name __________________________ Period _________
16 Eyebrow
Color
17 Eyebrow
Thickness
# TRAIT
18 Eyebrow
Length
19 Mouth
Size
20 Lip
Thickness
21 Dimples
W1 W2
W1 W2
Z
Z
z
z
ALLELE
FROM
MOM
A a
ALLELE
FROM
DAD
A a
B1 B2
B1 B2
C
c
C
c
D
d
D
d
22 Nose Size
E1 E2
E1 E2
23 Nose
Shape
24 Nostril
Shape
25 Earlobe
Attachment
26 Darwin's
Earpoint
27 Ear Pits
F
f
F
f
G
g
G
g
H
h
H
h
I
i
I
i
J
j
J
j
28 Hairy
Ears
29 Cheek
Freckles
30 Forehead
Freckles
K
k
K
k
L
l
L
l
M
m
M
CHILD'S
CHILD'S PHENOTYPE
GENOTYPE (written)
m
Questions to Guide Analysis (Answer on a separate sheet of paper)
1. What percentage does each parent contribute to a child’s genotype?
2. Using examples from this activity, explain your understanding of the following
inheritance patterns:
a. dominant
b. recessive
c. incomplete dominance
d. polygenic
Name __________________________ Period _________
3. Compare the predicted phenotype ratio (Punnett squares) to the actual ratio (class data)
for the following traits:
a. trait # 2 (chin size)
b. trait #8 (hair type)
Name __________________________ Period _________
Name: ____________________
Date: ________
Period: _______
DNA Replication & Protein Synthesis Web Investigation
Objectives:
 Students will be able to label a nucleotide, correctly pair nitrogen bases, and successfully
complete protein synthesis.
 Students will be able to identify the steps of mRNA transcription and translation.
 Students will be able to list the functions of DNA, mRNA, codons, anticodons, and tRNA.
Procedures:
ACTIVITY A
1. Go to the following website: http://www.pbs.org/wgbh/aso/tryit/dna/#
2. Click on “DNA Workshop Activity
”
3. Perform the “DNA Replication” activity (click on the button) and answer all of the following
questions.
a. The DNA sequence on the left side of the original DNA molecule is CATGGGCTCCA. The
sequence of the new right side after replication is ________________________.
b. The DNA sequence on the right side of the original DNA molecule is GTACCCGAGGT.
The sequence of the new left side after replication is ________________________.
c. How do the 2 new DNA molecules compare to each other?
DO NOT CLICK OK ON
THE POP UP BOX UNTIL
ANSWERING THIS
QUESTION!
d. There are _____ chromosomes in the human nucleus and a total of ____ billion
base pairs.
4. Perform the “Protein Synthesis” activity (click on the button) and answer the questions.
a. The sequence on the left side of the DNA is TACCCGAGG. The sequence of the mRNA
that was transcribed is _________________________.
b. Read through the pop-up box… In a real cell, the RNA molecule could be up to
_______________ nitrogen bases long.
c. After transcription, what happens to the mRNA?
d. The mRNA bases are grouped into sets of 3 called ___________. What do they bind to on
tRNA? _____________________
e. How many amino acids make up the polypeptide chain that is formed? _____
f. When does protein synthesis end?
ACTIVITY B
1. Go to the following website:
http://oldmanhonda.com/Biology/WebLabs/ProteinSynthesis/nucSA.html
Name __________________________ Period _________
2. Click “next” to complete the lab, answering the following questions as you go along.
Part 1: Transcription
a. Draw and label a picture of a nucleotide using squares, circles, pentagons, etc.
b. Click “next.” What enzyme unwinds the 2 strands of the DNA helix and separates them?
________________________
c. Why are there no free floating RNA thymine nucleotides?
d. Drag the complementary RNA nucleotides to the flashing active site. You must do this in order.
Once you have finished transcribing, what happens to the mRNA?
e. The sequence of the transcribed mRNA is _____________________________________.
Part 2: Translation
a. How many codons are contained in your mRNA sequence? ______ (Hint: Count up the number
of nitrogen bases and divide by 3)
You should now see a tRNA maker on the screen. The leftmost column is for the first base of the
anticodon, the middle column is for the 2nd base of the anticodon, and the rightmost column is for the
3rd base of the anticodon.
b. Make the tRNA anticodon needed to match the first mRNA codon and drag it into place within
the ribosome complex. What is your 1st mRNA codon? ________ What is the first tRNA
anticodon? ________
c. For the next tRNA, purposely make an incorrect sequence. Try to put the tRNA onto the mRNA.
What happens?
d. Based upon your result in step “c”, what do you think the purpose of the anticodon is?
e. Continue making and matching tRNA anticodons with the mRNA. Why did translation stop
before the last codon was translated?
f. Can this protein be made again?
g. Think about what the purpose of tRNA is. Write down an analogy for it and explain your
reasoning.
Read the index to answer the questions below:
h. What kind of bond holds nitrogen bases together? ________________
i. What is the difference between deoxyribose and ribose sugar molecules?
Name __________________________ Period _________
j. What are the 2 basic configurations of nitrogen bases?
k. What is the specific difference between thymine and uracil?
l. What is the first amino acid in every protein?
m. What are the 3 stop codons?
Jared M. Rashford
Breeding Bunnies
In this activity, you will examine natural selection in a small population of wild rabbits. Evolution, on a
genetic level, is a change in the frequency of alleles in a population over a period of time. Breeders of
rabbits have long been familiar with a variety of genetic traits that affect the survivability of rabbits in the
wild, as well as in breeding populations. One such trait is the trait for furless rabbits. This trait was first
discovered in England by W.E. Castle in 1933. The furless rabbit is rarely found in the wild because the
cold English winters are a definite selective force against it.
Note: In this lab, the dominant allele for normal fur is represented by Fand the recessive allele for no fur is
represented by f.Bunnies that inherit two Falleles or one Fand one fallele have fur, while bunnies that
inherit two fs have no fur.
Procedures
1. Print the Gene Frequency Data form (pdf) and the Discussion Questions (pdf), or get them from your
teacher. Fill in the hypothesis section of the data form and specific predictions based on that hypothesis.
2. Your teacher may assign you to a working group and distribute the materials. If you are working alone,
proceed on your own.
3. The brown beans represent the allele for fur, and the white beans represent the allele for no fur. The
container represents the English countryside, where the rabbits randomly mate.
4. Label one dish FF for the homozygous dominant genotype. Label a second dish Ff for the heterozygous
condition. Label the third dish ff for those rabbits with the homozygous recessive genotype.
5. Place the 50 brown and 50 white beans (alleles) in the container and shake up (mate) the rabbits.
(Please note that these frequencies have been chosen arbitrarily for this activity.)
6. Without looking at the beans, select two at a time, and record the results on the data form next to
"Generation 1." For instance, if you draw one brown and one white bean, place a mark in the chart
under "Number of Ff individuals." Continue drawing pairs of beans and recording the results in your
chart until all beans have been selected and sorted. Place the "rabbits" into the appropriate dish: FF, Ff,
or ff. (Please note that the total number of individuals will be half the total number of beans because
each rabbit requires two alleles.)
7. The ff bunnies are born furless. The cold weather kills them before they reach reproductive age, so they
can't pass on their genes. Place the beans from the ff container aside before beginning the next round.
8. Count the F and falleles (beans) that were placed in each of the "furred rabbit" dishes in the first round
and record the number in the chart in the columns labeled "Number of F Alleles" and "Number of
fAlleles." (This time you are really counting each bean, but don't count the alleles of the ff bunnies
because they are dead.) Total the number of Falleles and falleles for the first generation and record this
number in the column labeled "Total Number of Alleles."
9. Place the alleles of the surviving rabbits (which have grown, survived and reached reproductive age)
back into the container and mate them again to get the next generation.
10. Repeat steps five through nine to obtain generations two through ten. If working as a team, make sure
everyone in your group has a chance to either select the beans or record the results.
11. Determine the gene frequency of F and f for each generation and record them in the chart in the
columns labeled "Gene Frequency F" and "Gene Frequency f." To find the gene frequency of F, divide
the number of F by the total, and to find the gene frequency of f, divide the number of f by the total.
Express results in decimal form. The sum of the frequency of F and f should equal one for each
generation.
12. If you are doing this activity at school, record your group's frequencies on the board so your classmates
can see them.
13. Graph your frequencies. Prepare a graph with the horizontal axis as the generation and the vertical axis
as the frequency in decimals. Plot all frequencies on one graph. First, plot your own data. Use a solid
line for Fand a dashed line for f. Then, if you are at school, plot the class totals. Use the same symbols
for each group but a different color. If you are at home, you may wish to go through the activity again
and see how your graphs compare.
Adapted with permission from a 1994 Woodrow Wilson Biology Institute Laboratory "Evolution and Gene
Jared M. Rashford
Frequencies: A Game of Survival and Reproductive Success," by Joseph Lapiana.
Jared M. Rashford
Genetic Science Learning Center Webquest
1. Go to this website:
http://gslc.genetics.utah.edu/units/genetherapy/
Answer the following questions.
Jared M. Rashford
1.
What is gene therapy and how is it used?
2.
Explain how scientists decide whether a disorder is a good target for gene
therapy.
3.
Describe how each of the 6 vectors are used in gene therapy.
4.
Why is there no “perfect vector”?
5.
Name three possible funding sources for researching gene therapy for a disorder.
6.
What do the terms ex vivo and in vivo mean?
7.
Why does gene therapy approval take so long?
8.
Discuss 3 challenges to gene therapy and how scientists respond to them.
Click on the Gene Therapy Case Study: Cystic Fibrosis and read all 5 sections.
Answer the questions below.
1.
What is the cause of cystic fibrosis-what type of disorder is it?
2.
How does it affect protein production in the body?
3.
What are the symptoms of CF?
4.
Why might it be more difficult to treat the digestive system of CF patients than
the respiratory system?
5.
Which vector is the best choice for gene therapy of CF patients? Why?
6.
Which parts of the virus vector do we remove from the DNA plasmid? Why?
7.
Why did the gene therapy trial fail in 1993? 1995? 1998?
Once you have answered all of the questions, play the “Space Doctor” game to use
your gene therapy knowledge to treat ailing aliens.
Jared M. Rashford
Jared M. Rashford