# PRE UNIT STATEMENTS POSTstotten.weebly.com/uploads/8/4/5/5/8455527/genetics_ppt...# PRE UNIT...

# PRE UNIT STATEMENTS POST

1 Offspring inherit 4 sets of instructions for each characteristic.

2 Different versions of the same gene are known as genes.

3 If both the dominant allele and the recessive allele are inherited for a

characteristic, only the dominant allele is expressed.

4 A genotype is the physical expression of the phenotype.

5 Probability is the mathematical chance that an event will occur. It is usually

expressed as a fraction or as a percentage.

6 Dominant traits are apparent only when two recessive alleles for the

characteristic are inherited.

7 A genotype is the combination of alleles for a particular trait

8 The set of instructions transmitted to parent to offspring are called genes.

9 Gregor Mendel used dandelions to study heredity.

10 Heredity is the passing of traits from parents to offspring.

11 A fertilized egg has two forms of the same gene for each trait.

12 When a true-breeding plant self-pollinates, it will always produce offspring

with the same trait the parent plant has.

13 The offspring resulting from the parental cross is called the F2 generation.

14 Cross pollination is when the anthers of a plant are removed so that the plant

cannot self-pollinate.

This packet belongs to: ___________________________

Grade: ___________________________

CLASS PERCENTAGE OF PREASSESSMENT: AGREE

1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ___ 7 ____ 8 ___ 9 ___ 10 ___ 11 ___ 12 ___ 13 ___ 14 ___

*** MENDELIAN GENETICS *** Instructions: After reading the statements below, choose either “A” for agree or “D” for disagree.

CLASS PERCENTAGE OF POSTASSESSMENT: AGREE

1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ___ 7 ____ 8 ___ 9 ___ 10 ___ 11 ___ 12 ___ 13 ___ 14 ___

CLASS PERCENTAGE OF PREASSESSMENT: DISAGREE

1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ___ 7 ____ 8 ___ 9 ___ 10 ___ 11 ___ 12 ___ 13 ___ 14 ___

CLASS PERCENTAGE OF POSTASSESSMENT: DISAGREE

1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ___ 7 ____ 8 ___ 9 ___ 10 ___ 11 ___ 12 ___ 13 ___ 14 ___

*** UNIT VOCABULARY *** TERM DEFINITION TEST QUESTION

DOMINANT TRAIT

RECESSIVE TRAIT

GENES

ALLELES

GENOTYPE

PHENOTYPE

PUNNETT SQUARES

HYBRID

PUREBRED

1. _______________________________________________________

2. _______________________________________________________

3. _______________________________________________________

4. _______________________________________________________

5. _______________________________________________________

6. _______________________________________________________

7. _______________________________________________________

8. _______________________________________________________

9. _______________________________________________________

ABOUT GREGOR MENDEL 9 FACTS

_____________

DATE: PERSONAL JOURNAL NOTES

*** SCIENCE NOTE LOG ***

Information cited from : Holt, Rinehart, & Winston. (2002). Cells, Heredity, and Classification. Austin, Texas: Holt, Rinehart and Winston.

*** MENDELIAN GENETICS ***

*** NOTE MAKING AND REVIEW ***

Growing up on a farm, what did Mendel

have a lot of practice cultivating?

Review: Define the term inheritance?

____________________________________

____________________________________

____________________________________

A. THE FATHER OF MODERN GENETICS

Gregor Mendel was born in 1822 in Austria.

Growing up on his family’s farm he had a lot of

practice cultivating ____________ and _________

__________. As a young man he attended the

Institute in Olomouc. After completing his studies

he began work in a __________________. There

he changed his name from Johann to

_____________. In 1847, he was ordained as a

___________. Mendel was inspired by both his

professors and his colleagues at the monastery

that he started his own work. He tried to unravel

the mystery of ________________________. He

also studied the ways ______________________

________________________________________.

Between 1856 and 1863 Mendel cultivated and

__________ some _____________ pea plants.

B. Mendel’s Research – Unraveling the Mystery

Mendel’s attraction to research was based on his

love of nature. He was not only interested in

plants, but also in _______________ and the

theory of _______________. Mendel always

wanted to find out how plants obtained

_______________ characteristics. Mendel knew

that sometimes the ________________________

seemed simple and sometimes they did not.

For example, sometimes a trait that appeared in

first generation did not show up in any of the

offspring in the second generation. Interestingly,

in the third generation, the trait showed up again.

Mendel also noticed similar patterns in people and

many other living things. How can this be?

Unit: MENDEIAN GENETICS Mr. Taylor, 2013 Revision No.1 1

Gregor Johann Mendel (July 20, 1822-

January 6, 1884) was an Austrian

monk whose studies of the inheritance

of traits in pea plants helped to lay the

foundation for the later development

of the field of genetics.

http://static.newworldencyclopedia.org/a/ab/EU_location_CZE.png

___


Why did Mendel choose to use pea plants

for his experiments?

Why are pea plants a good subject to be

tested concerning inheritance?

Explain how self-pollinating plants

reproduce?

What is the difference between pollination

and fertilization in plants?

C. Mendel’s Pea Plants

To simplify his investigation, Mendel decided to study only one kind of organism. He had already done studies using the ____________________, so he chose this as his subject. Why did Gregor Mendel use pea plants? Garden peas were a good choice for several reasons: 1. ___________________________________ 2. ___________________________________ 3. ___________________________________ Self-pollinating plant: Self-pollinating plants contains both _________ and ____________ reproductive structures. Pollen from one flower or plant can _____________________ of the same flower or eggs of another flower _____________________.

Pollination:

_________________________________________

_________________________________________

Fertilization:

_________________________________________

_________________________________________

_________________________________________

Unit: MENDELIAN GENETICS Mr. Taylor, 2013 Revision No.1


2



Why is it important that Gregor Mendel

chose only one characteristic at a time

when studying pea plants?

Name at least 3 different traits that Gregor

Mendel studied in pea plants?

Why did Mendel choose two characteristics

for each traits?

Why are pea plants a good specimen to

study inheritance?

D. MENDEL’S GAMEPLAN

After deciding to use pea plants as his subject, he

chose to study only _________________________

at a time. That way, it is easier to identify which

_____________ should be included or eliminated.

These characteristics included:

1. ___________________

2. ___________________

3. ___________________

Mendel chose plants that had ____ forms for each

of the characteristics he studied.

Mendel’s plant characteristics that he studied:

Result = or

Result = or

Result = or

The two forms for each characteristic above are

called __________.


Plant HEIGHT

Plant SHAPE

Plant COLOR

E. True-Breeding Plants & Cross-pollination

Mendel was very careful to use plants that were _______________________ for each of the _________ he was studying. True breeding (pure-bred) in plants: _________________________________________ _________________________________________ _________________________________________

Example: A tall true-breeding or pure-bred plant

will always produce offspring that are _________.

Mendel decided to find out what would happen if

he __________ or __________ two plants that

had different forms of a single trait. To do this, he

used a method known as ____________________.

Cross-pollination in plants:

1. ______________________________________

2. ______________________________________

______________________________________

This way, Mendel could have control of his

experiments by selecting which pollen would

fertilize which plant.


Unit: MENDEIAN GENETICS Mr. Taylor, 2013 Revision No.1


Describe what Mendel meant by cross-

pollination?

Describe what a pure-bred trait is and give

one example?

4

Wrinkled seeds

F. MENDEL’S FIRST EXPERIMENT

In Mendel’s first experiment, he performed

crosses to study seven different characteristics.

Each of the crosses was between the two traits of

each characteristic.

To study these different characteristics, he

performed a ______ (fertilization) between plants

that produce ______________ seeds and plants

that produce __________ seeds.

The offspring from this cross are known as the

___________________. See figure to the left.

What do you think happened to the trait for

wrinkled seeds? Why did not appear in the F1

generation? Write your reasoning below:

_________________________________________

_________________________________________

_________________________________________

In each of his crosses, Mendel observed similar

results. One trait always appeared, and the other

traits seemed to disappear.

To organize his observations he labeled the trait

that appeared as the ______________ traits.

Based on the F1 generation, which of the

following two traits are dominant? ____________

The trait that seemed to disappear he called the

_______________ traits. Which of the following

two traits are recessive? _______________

What happened to the recessive trait?




Write the result of the F1 generation to the left

*** PARENT GENERATION ***

WRINKLED SEEDS ROUND SEEDS

*** F1 GENERATION ***

G. MENDEL’S SECOND EXPERIMENT

Mendel allowed the F1 or first generation from each of the seven crosses to self-pollinate.

Mendel allowed the F1 or _______________ offspring of the dominant trait for seed shape (which is round) to self-pollinate.

The offspring from this self-pollinating cross is

called the ______________________. In this

generation the trait for _________________

showed up again. See figure on the right!

No matter which characteristic Mendel

investigated, when the F1 generation was allowed

to self-pollinate, the recessive trait reappeared.

List some traits in your family that have appeared

or disappeared from different generations:

1. _________________________________

2. _________________________________

3. _________________________________

H. A FIRST TIME FOR EVERYTHING

For the first time recorded, Mendel did something

that no one else had done before:

He decided to __________________________

with each trait that turned up in the

______________________. He hoped that this

might help him explain his result. The results can

be seen to the right?

Mendel decided to calculate the ______ of ________________ traits to _____________ traits for each characteristic.

In the space to the right write the ratio for each

characteristic in the F2 generation?

*** MENDELIAN GENETICS *** *** NOTE MAKING AND REVIEW ***






__________ : __________

6

I. PUTTING IT ALL TOGETHER

Mendel realized that his results could be

explained only if each plant had _______ sets of

instructions for each characteristic. Even though,

at the time, Mendel did not know about DNA, he

realized that a set of instructions are passed down

from the parents to the offspring. In fact, each

parent donates a ______________________ to

the offspring.

These sets of instructions are called genes.

Genes:

_________________________________________

_________________________________________

Alleles:

_________________________________________

_________________________________________

To mathematically understand Mendel’s

conclusions it is important to use a tool called a

__________________.

Punnett Square:

_________________________________________

_________________________________________

_________________________________________

Punnett Squares use two different types of alleles.

One set comes from each parent’s ______ cells.

The father contributes ______ while the mother

contributes an ______. To represent the allele

from each parent, _________ are assigned. These

letters represent the genotype of which ______

you are looking for as a result of the Punnett

square.



Review: Why is it important to mate an

individual after the F1 generation?

Describe the following terms:

Genes -

Alleles -

Describe the importance of a Punnett

Square?

Punnett Squares use two sets of alleles.

Where do these sets come from? Why type

of cell transmit these allelles?


Genotype:

_________________________________________

_________________________________________

J. How to write a Genotype:

All traits are shown with _____ letters. One set

from each parent’s sex cells _________ or ______.

Letters are used to represent different forms of

genes called _________.

Example of alleles

Some alleles are ________________ and are

shown with _________________ [BB].

Some alleles are _______________ and are shown

with _______________________ [bb].

When writing a genotype always put the

______________________ or capital letter first.

Example:

1. B = is a ______________ allele (form of gene)

for brown eyes

2. b = is any other eye color which is a

______________ allele (form of gene)

Answer the following questions:

The prefix hetero means ____________.

Therefore, alleles written by [1] capital letter and

[1] lower case letter is called ________________.

Example: Bb, Aa, Ss, Tt, etc… [ ______________]


Define the following terms?

Genotype:

Allele:


8

If an individual has the genotype of BB or Bb they will have what color eyes?

If an individual has the genotype of bb, they will have what color eyes?

Put answers here:

The prefix homo means _________. Alleles

represented by [2] capital letters or [2] lower

case letters are called ______________________.

Example: BB, bb, AA, aa, SS, ss, etc... [__________]

PRACTICE

For each GENOTYPE below, indicate whether the following

alleles are heterozygous (He) or Homozygous (Ho).

Using the chart above write which of the following

are hybrids? ______________________________


are purebreds? ___________________________

K. PHENOTYPES

A phenotype is ____________________________ _________________________________________

An organism’s phenotype is all of its observable

characteristics—which are influenced both by its

_______________ and by the ________________.

Remember: A change in the environment can

change an organism’s phenotype but not the

genotype. Flamingos turn pink because of the

food they eat and not by their genotype.

Genotypes (e.g. BB, Bb, bb) determine the visible

trait or phenotype (e.g. Brown, Brown, blue)





Describe what a Punnett Square is used for?

Are recessive alleles assigned lowercased or

uppercase letters? Why?

Define monohybrid cross?

L. PUNNETT SQUARES

One way to visualize how genes combine is

through the use of ________________. By using

Punnett squares you can work out the

_____________________ that children of the

parents will have specific phenotypes and

genotypes.

Remember that ____________ alleles are

symbolized with capital letters, and

______________ alleles are symbolized with

lowercase letters.

Monohybrid cross: _________________________

_________________________________________

_________________________________________

EXAMPLE:

Let’s say we cross a mother with a phenotype of

blue eyes (genotype bb) with a father who has

the phenotype brown eyes (Bb). Brown eyes are

Dominant to blue eyes. What is the chance that

any of the offspring will have blue eyes?

Step #2: _______________________________

_______________________________

Step #3: _______________________________

_______________________________

Step #4: _______________________________

_______________________________

*** PUNNETT SQUARES ***


Step #1: Draw a 4x4 box to setup your monohybrid cross.

What % of the parent’s offspring will have blue eyes (bb)?

%

Practicing and Applying Concepts

Predict the offspring from a cross between two

hybrid tall pea plants. (T- tall, t-short)

1. What is the genotype for a hybrid tall plant?

_________

2. Use the Punnett Square below to determine

the genotypes for the offspring.

3. What is the probability that the plant would be

tall? __________


short? ___________

5. If you planted 100 seeds from this cross, how

many would you expect to be tall? _________



Interesting fact:

Good ideas are often overlooked or

misunderstood when they first appear. This

was the fate of Gregor Mendel’s ideas. In

1865, he published his findings for the

scientific community. Unfortunately, his

work didn’t get much attention. It wasn’t

until after his death, more than 30 years

later, that Mendel finally got the

recognition he deserved. Once Mendel’s

ideas were rediscovered and understood,

the door was opened to modern genetics.



The Punnett square at the left shows the possible

combinations of alleles for fur color in rabbits.

Black fur, B, is dominant over white fur, b.

Given the combinations shown, what are the

genotypes of the parents?

11

______________________________________

Use the chart above to answer the following questions based on the given genotypes of different alleles.

1. Offspring’s alleles: What is the cat’s phenotype if the genotype is [HH, Tt, nn]?

______________________________________________________________

2. Write the genotype of a short haired, stripeless cat with no color in its tail?

______________________________________________________________

3. If a heterozygote male cat mated with a homozygote long hair cat, what is the

probability that their offspring will be short hair? Use the Punnett square below!

_____________________________________

4. Is it possible for an offspring to have long hair

if both it’s parents had short hair? Explain?

______________________________________



UNIT NOTE

PACKET

TEACHER’S

GUIDE AND

ANSWER

KEY

Name: Mr. Taylor Date: 1/27/2013 UNIT: Genetics

1.2i: The male and female reproductive systems

are responsible for producing sex cells

necessary for the production of offspring.

2.2a In all organisms, genetic traits are passed on

from generation to generation.

2.2b Some genes are dominant and some are

recessive. Some traits are inherited by

mechanisms other than dominance and

recessiveness.

2.2c The probability of traits being expressed can

be determined using models of genetic

inheritance. Some models of prediction are

pedigree charts and Punnett squares.

3.1c Human activities such as selective breeding

and advances in genetic engineering may

affect the variations of species

4.2a The male sex cell is the sperm. The female

sex cell is the egg. The fertilization of an egg

by a sperm results in a fertilized egg.

LESSON STANDARDS

BLOOM’S TAXONOMY INTEGRATION: [This Lesson is parallel to the following cognition domain]

KNOWLEDGE COMPREHENSON ANLAYSIS ASSESSMENT SYNTHESIS EVALUATION

NYS INTERMEDIATE LEVEL SCIENCE

STANDARDS

1.2a Each system is composed of organs and

tissue which perform specific functions and

interact with each other, e.g. digestion, gas

exchange, excretion, circulation, locomotion,

control, coordination, reproduction, and

protection from disease

1.2b Tissues, organs, and organ systems help to

provide all cells with nutrients, oxygen, and

waste removal

2.1a Genes are inherited, but their expression can be

modified by interactions with the environment.

2.2a For thousands of years new varieties of

cultivated plants and domestic animals have

resulted from selective breeding for particular

traits.

NYS HIGH SCHOOL BIOLOGY


Mr. Taylor, 2013 Mendelian Genetics Revision No.1

WHST.6-8.8 Gather relevant information from

multiple print and digital sources, using

search terms effectively; asses the

credibility and accuracy of each source;

and quote or paraphrase the data and

conclusions of others while avoiding

plagiarism and following a standard

format for citation.

COMMON CORE [6 – 12]

Students will be able to …. Discuss why don’t all humans look exactly alike?

Explain why how Gregor Mendel contributed to the discovery of modern day genetics

Compare the differences between self-pollination vs. cross pollination, genotype vs. phenotype, and dominant

vs. recessive

Describe how to use a Punnett square to figure out the probability of specific traits in the offspring of two parent

crosses.

Draw a Punnett square and calculate the probability of offspring characteristics

Discuss what determines whether a human baby will be a boy or a girl?

Explain how genes and alleles are related to genotypes and phenotypes

Why is Gregor Mendel is considered the “Father of Modern Genetics”?

Explain how Gregor Mendel unravels the mystery of inheritance?

Explain the different types of characteristics in pea plants that Mendel used to study?

Describe and discuss Mendel’s experiment that lead to the discovery of genetics?

Describe how pea plants are good source to test heredity?

Explain how pollination leads to fertilization in plants?

Define True breeding and self-pollination?

Define the term genes and alleles?

Describe and use Punnett Squares?

Explain how to write a genotype and recognize an organism’s phenotype?

Understand the different between a dominant and recessive trait?

Practice using genotypes to indicate if they are heterozygous or homozygous

Describe the difference between hybrids and purebreds?

Use a Punnett square to figure out a monohybrid cross?

Practice and apply probability concepts of Mendelian genetics through analysis of Punnett squares?

DEEP UNDERSTANDING

WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research

RST.6-8.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an

experiment in a text

RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text

RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video & multimedia

sources with that gained from reading a text on the same text

COMMON CORE STANDARDS


Teacher will need: - SMARTboard, SMARTcart, or projector for guided notes, laser clicker - PowerPoint file (Mendelian Genetics PowerPoint if available) - Mendelian Genetics Life Note Packet (1-16)

Students will need: - A pen, pencil, guided note packets, science binders, foldables, worksheets

MATERIALS

Day 1: Pre-assessment and Note Packet Format Discussion:

1. Handout student note packets. Students will be introduced to a 14 question formative pre-assessment quiz

(located on the back of the cover within their note packets) Note: for the pre-assessment, only fill out the

top two columns. The last two columns are for the post-assessment which will be given following the

completion of this note packet.

a. The Class percentage of pre-assessment is designed to access the student’s prior background

knowledge so that the teacher can get a good idea of how to approach the students within the

content of the guided notes.

2. Following the pre-assessment, ask students to raise their hands if they either agreed or disagreed with each

question. Put the entire class percentage in the space provided for each questions. It is best to fill out either

“agree” or “disagree” for time consolidation purposes. After doing so, subtract from the total percentage of

the class and fill in the other category. (Example: 1 _____, 2______.... 1, 90% 2, 70%)

Note Packet Initiation

3. After the pre-assessment is complete go over the note packet and explain how each section is designed. On

page #2 is the Unit vocabulary sheet. Design any system you want. However, this can be used as homework.

As you go over the note packet and they encounter a vocabulary word, have them come back to this page

and fill it out. Also, the “9” facts about Gregor Mendel is there for a review assignment. After you have

finished teaching about Mendel, have the students come back to this page for a quick 9 fact summary. Make

sure you explain to the students that their own facts are to be short and easy for them to remember.

4. Take some time to explain the “SCIENCE NOTE LOG” section of the note packet. Tell the students that this is

their space to take notes, make drawings. They can always come back to this space when they feel that

there is extra information that will help them reinforce learned material. I correlate this guided note packet

with a PowerPoint. My PowerPoints have movies embedded within them. Every time I play a movie, I ask

the students go to their Personal Journal notes and take notes on the movies. Make sure the students write

the date when they write their notes. It will help them organize their thoughts. Again, be creative with the

use of this page.

5. These notes can be used in many ways. Even though I primarily use them in correlation with an engaging

PowerPoint, you can also copy these note as transparencies or hand them out as reading “fill-in-the-blank”

assignments.

How to use each page:

1. Each page of the notes is divided into two sections. One section is a note section and the other is a Note

Making and Review section. As you go over the notes with your students, stop at the end of each page and

have the students work in small collaborative groups to answer the previously learned material. This will act

as reinforcement and will help you clear up and misunderstandings. Go over at the end.

WARM-UP EXPLORATORY ACTIVITY

ENGAGE, BACKGROUND KNOWLEDGE, BUILD COMMUNITY, ENTICE EFFORT


Note packet Options and Ideas for embedded activities: Page #2

1. In the note making section of the notes on page #2, make sure you take some time to demonstrate and review the male and female structures of the a plant before you discuss Pollination and fertilization.

Page #4

2. On the bottom of page #4, make sure you extend the lesson by adding a demonstration, or another possible diagram explaining how cross-pollination works.

Page #5

3. On the top right of page #5, have students write the result of the F1 generation. Go over after with the student and discuss why they chose the answer that they did. Also, have students write down what they think happened to the wrinkled seeds in the space provided.

Page #6

4. On the bottom right section of the notes, have students use the chart in the note making section to fill out the ratio of the characteristics. Depending on the level of your students, if you need to, review ratios with your students before you give them this task.

Page #8

5. On the bottom of page 8, have the students fill in the two boxes below the

picture of the eye. This will introduce them to organizing alleles based on

dominance and recessive characteristics.

Page #9 6. On the top right of page #9, have students fill in the chart. All they have to

do is write “He” for heterozygous or “Ho” for homozygous. This section can

also be used on a Smart board as well.

Page #10

7. On page #11, students will perform two activities. Again, you can use the

Smart board for both of them as well. Students will predict the offspring

using a Punnett square. Then they will investigate the parents based on the

progeny o the lower right side of the notes. This is an introduction model.

Page #10

8. On page #12 (last page of notes) have students work on this individually and

go over as a class. Once the note packet is complete make sure you include

some extra practice with Punnett squares through various mediums. Also,

go back and have the students take the embedded post-assessment

DISCOVERY ACTIVITY

GUIDED PRACTICE, APPLICATION, ACTIVE LEARNING, GROUPING, NEGOTIATE MEANING,

GRAPHIC ORGANIZER, NOTE MAKING


LESSON PLAN MODIFICATIONS:

Assessment / Graphic Organizer / Rubric

Process

Product

What teacher does:

What students do:

Reflection on lesson

CLOSURE ACTIVITY

1. Each day, students will end by working on their vocabulary list, studying from the left side of their notes, or

working on or finishing any activities that was introduced during the instruction period

2. Extension: Sticky notes on the Whiteboard can be used to summarize what was taught for that day

3. Emphasis on a reflection should be promoted in some way so that not only the students are being assessed, but

the teacher as well.

GUIDED PRACTICE, APPLICATION, ACTIVE LEARNING, GROUPING, NEGOTIATE MEANING, GRAPHIC ORGANIZER, NOTE MAKING



Growing up on a farm, what did Mendel

have a lot of practice cultivating?

Review: Define the term inheritance?

____________________________________

____________________________________

____________________________________

A. THE FATHER OF MODERN GENETICS

Gregor Mendel was born in 1822 in Austria.

Growing up on his family’s farm he had a lot of

practice cultivating ____________ and _________

__________. As a young man he attended

Institute in Olomouc. After completing his studies

he began work in a __________________. There

he changed his name from Johann to

_____________. In 1847, he was ordained as a

___________. Mendel was inspired by both his

professors and his colleagues at the monastery

that he started his own work. He tried to unravel

the mystery of ________________________. He

also studied the ways ______________________

________________________________________.

Between 1856 and 1863 Mendel cultivated and

__________ some _____________ pea plants.

B. Mendel’s Research – Unraveling the Mystery

Mendel’s attraction to research was based on his

love of nature. He was not only interested in

plants, but also in _______________ and the

theory of _______________. Mendel always

wanted to find out how plants obtained

_______________ characteristics. Mendel knew

that sometimes the ________________________

seemed simple and sometimes they did not.

For example, sometimes a trait that appeared in

first generation did not show up in any of the

offspring in the second generation. Interestingly,

in the third generation, the trait showed up again.

Mendel also noticed similar patterns in people and

many other living things. How can this be?


Gregor Johann Mendel (July 20, 1822-

January 6, 1884) was an Austrian

monk whose studies of the inheritance

of traits in pea plants helped to lay the

foundation for the later development

of the field of genetics.

http://static.newworldencyclopedia.org/a/ab/EU_location_CZE.png

___


Why did Mendel choose to use pea plants

for his experiments?

Why are pea plants a good subject to be

tested concerning inheritance?

Explain how self-pollinating plants

reproduce?

What is the difference between pollination

and fertilization in plants?

C. Mendel’s Pea Plants

To simplify his investigation, Mendel decided to study only one kind of organism. He had already done studies using the ____________________, so he chose this as his subject. Why did Gregor Mendel use pea plants? Garden peas were a good choice for several reasons: 1. ___________________________________ 2. ___________________________________ 3. ___________________________________ Self-pollinating plant: Self-pollinating plants contains both _________ and ____________ reproductive structures. Pollen from one flower or plant can _____________________ of the same flower or eggs of another flower _____________________.

Pollination:

_________________________________________

_________________________________________

Fertilization:

_________________________________________

_________________________________________

_________________________________________

Unit: MENDELIAN GENETICS Mr. Taylor, 2013 Revision No.1


2



Why is it important that Gregor Mendel

chose only one characteristic at a time

when studying pea plants?

Name at least 3 different traits that Gregor

Mendel studied in pea plants?

Why did Mendel choose two characteristics

for each traits?

Why are pea plants a good specimen to

study inheritance?

D. MENDEL’S GAMEPLAN

After deciding to use pea plants as his subject, he

chose to study only _________________________

at a time. That way, it is easier to identify which

_____________ should be included or eliminated.

These characteristics included:

1. ___________________

2. ___________________

3. ___________________

Mendel chose plants that had ____ forms for each

of the characteristics he studied.

Mendel’s plant characteristics that he studied:

Result = or

Result = or

Result = or

The two forms for each characteristic above are

called __________.


Plant HEIGHT

Plant SHAPE

Plant COLOR

E. True-Breeding Plants & Cross-pollination

Mendel was very careful to use plants that were _______________________ for each of the _________ he was studying. True breeding (pure-bred) in plants: _________________________________________ _________________________________________ _________________________________________

Example: A tall true-breeding or pure-bred plant

will always produce offspring that are _________.

Mendel decided to find out what would happen if

he __________ or __________ two plants that

had different forms of a single trait. To do this, he

used a method known as ____________________.

Cross-pollination in plants:

1. ______________________________________

2. ______________________________________

______________________________________

This way, Mendel could have control of his

experiments by selecting which pollen would

fertilize which plant.




Describe what Mendel meant by cross-

pollination?

Describe what a pure-bred trait is and give

one example?

4

Wrinkled seeds

F. MENDEL’S FIRST EXPERIMENT

In Mendel’s first experiment, he performed

crosses to study seven different characteristics.

Each of the crosses was between the two traits of

each characteristic.

To study these different characteristics, he

performed a ______ (fertilization) between plants

that produce ______________ seeds and plants

that produce __________ seeds.

The offspring from this cross are known as the

___________________. See figure to the left.

What do you think happened to the trait for

wrinkled seeds? Why did not appear in the F1

generation? Write your reasoning below:

_________________________________________

_________________________________________

_________________________________________

In each of his crosses, Mendel observed similar

results. One trait always appeared, and the other

traits seemed to disappear.

To organize his observations he labeled the trait

that appeared as the ______________ traits.

Based on the F1 generation, which of the

following two traits are dominant? ____________

The trait that seemed to disappear he called the

_______________ traits. Which of the following

two traits are recessive? _______________

What happened to the recessive trait?




Write the result of the F1 generation to the left




G. MENDEL’S SECOND EXPERIMENT

Mendel allowed the F1 or first generation from each of the seven crosses to self-pollinate.

Mendel allowed the F1 or _______________ offspring of the dominant trait for seed shape (which is round) to self-pollinate.

The offspring from this self-pollinating cross is

called the ______________________. In this

generation the trait for _________________

showed up again. See figure on the right!

No matter which characteristic Mendel

investigated, when the F1 generation was allowed

to self-pollinate, the recessive trait reappeared.

List some traits in your family that have appeared

or disappeared from different generations:

1. _________________________________

2. _________________________________

3. _________________________________

H. A FIRST TIME FOR EVERYTHING

For the first time recorded, Mendel did something

that no one else had done before:

He decided to __________________________

with each trait that turned up in the

______________________. He hoped that this

might help him explain his result. The results can

be seen to the right?

Mendel decided to calculate the ______ of ________________ traits to _____________ traits for each characteristic.

In the space to the right write the ratio for each

characteristic in the F2 generation?







__________ : __________

6

II. PUTTING IT ALL TOGETHER

Mendel realized that his results could be

explained only if each plant had _______ sets of

instructions for each characteristic. Even though,

at the time, Mendel did not know about DNA, he

realized that a set of instructions are passed down

from the parents to the offspring. In fact, each

parent donates a ______________________ to

the offspring.

These sets of instructions are called genes.

Genes:

_________________________________________

_________________________________________

Alleles:

_________________________________________

_________________________________________

To mathematically understand Mendel’s

conclusions it is important to use a tool called a

__________________.

Punnett Square:

_________________________________________

_________________________________________

_________________________________________

Punnett Squares use two different types of alleles.

One set comes from each parent’s ______ cells.

The father contributes ______ while the mother

contributes an ______. To represent the allele

from each parent, _________ are assigned. These

letters represent the genotype of which ______

you are looking for as a result of the Punnett

square.



Review: Why is it important to mate an

individual after the F1 generation?

Describe the following terms:

Genes -

Alleles -

Describe the importance of a Punnett

Square?

Punnett Squares use two sets of alleles.

Where do these sets come from? Why type

of cell transmit these allelles?


Genotype:

_________________________________________

_________________________________________

J. How to write a Genotype:

All traits are shown with _____ letters. One set

from each parent’s sex cells _________ or ______.

Letters are used to represent different forms of

genes called _________.

Example of alleles

Some alleles are ________________ and are

shown with _________________ [BB or B].

Some alleles are _______________ and are shown

with _______________________ [bb or b].

When writing a genotype always put the

______________________ or capital letter first.

Example:

3. B = is a ______________ allele (form of gene)

for brown eyes

4. b = is any other eye color which is a

______________ allele (form of gene)

Answer the following questions:

The prefix hetero means ____________.

Therefore, alleles written by [1] capital letter and

[1] lower case letter is called ________________.

Example: Bb, Aa, Ss, Tt, etc… [ ______________]


Define the following terms?

Genotype:

Allele:


8

If an individual has the genotype of BB or Bb they will have what color eyes?

If an individual has the genotype of bb, they will have what color eyes?

Put answers here:

The prefix homo means _________. Alleles

represented by [2] capital letters or [2] lower

case letters are called ______________________.

Example: BB, bb, AA, aa, SS, ss, etc... [__________]

PRACTICE

For each GENOTYPE below, indicate whether the following

alleles are heterozygous (He) or Homozygous (Ho).


are hybrids? ______________________________


are purebreds? ___________________________

K. PHENOTYPES

A phenotype is ____________________________ _________________________________________

An organism’s phenotype is all of its observable

characteristics—which are influenced both by its

_______________ and by the ________________.

Remember: A change in the environment can

change an organism’s phenotype but not the

genotype. Flamingos turn pink because of the

food they eat and not by their genotype.

Genotypes (e.g. BB, Bb, bb) determine the visible

trait or phenotype (e.g. Brown, Brown, blue)





Describe what a Punnett Square is used for?

Are recessive alleles assigned lowercased or

uppercase letters? Why?

Define monohybrid cross?

L. PUNNETT SQUARES

One way to visualize how genes combine is

through the use of ________________. By using

Punnett squares you can work out the

_____________________ that children of the

parents will have specific phenotypes and

genotypes.

Remember that ____________ alleles are

symbolized with capital letters, and

______________ alleles are symbolized with

lowercase letters.

Monohybrid cross: _________________________

_________________________________________

_________________________________________

EXAMPLE:

Let’s say we cross a mother with a phenotype of

blue eyes (genotype bb) with a father who has

the phenotype brown eyes (Bb). Brown eyes are

Dominant to blue eyes. What is the chance that

any of the offspring will have blue eyes?

Step #2: _______________________________

_______________________________

Step #3: _______________________________

_______________________________

Step #4: _______________________________

_______________________________



Step #1: Draw a 4x4 box to setup your monohybrid cross.

What % of the parent’s offspring will have blue eyes (bb)?

%


Predict the offspring from a cross between two

hybrid tall pea plants. (T- tall, t-short)

6. What is the genotype for a hybrid tall plant?

_________

7. Use the Punnett Square below to determine

the genotypes for the offspring.


tall? __________


short? ___________

10. If you planted 100 seeds from this cross, how

many would you expect to be tall? _________



Interesting fact:

Good ideas are often overlooked or

misunderstood when they first appear. This

was the fate of Gregor Mendel’s ideas. In

1865, he published his findings for the

scientific community. Unfortunately, his

work didn’t get much attention. It wasn’t

until after his death, more than 30 years

later, that Mendel finally got the

recognition he deserved. Once Mendel’s

ideas were rediscovered and understood,

the door was opened to modern genetics.



The Punnett square at the left shows the possible

combinations of alleles for fur color in rabbits.

Black fur, B, is dominant over white fur, b.

Given the combinations shown, what are the

genotypes of the parents?

11

______________________________________

Use the chart above to answer the following questions based on the given genotypes of different alleles.

1. Offspring’s alleles: What is the cat’s phenotype if the genotype is [HH, Tt, nn]?

______________________________________________________________

2. Write the genotype of a short haired, stripeless cat with no color in its tail?

______________________________________________________________

3. If a heterozygote male cat mated with a homozygote long hair cat, what is the

probability that their offspring will be short hair? Use the Punnett square below!

_____________________________________

4. Is it possible for an offspring to have long hair

if both it’s parents had short hair? Explain?

______________________________________



PLEASE FOLLOW ME AND STAY UPDATE ON ANY NEW PRODUCTS.

There is an available Interactive PowerPoint that correlates to this

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http://www.teacherspayteachers.com/Product/Gregor-

Mendel-and-Punnett-Squares-Interactive-PowerPoint-905059

“THANK YOU FOR Y OUR SUPPORT!”

Mr. TAYLOR

http://www.teacherspayteachers.com/Product/Gregor-Mendel-and-Punnett-Squares-Interactive-PowerPoint-905059

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