Part 1: The Flower. Activity #60 Mendel, First Geneticist (Part 1 and Part 2) Challenge Question: Initial Thoughts:

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1 Activity #60 Mendel, First Geneticist (Part 1 and Part 2) Part 1: The Flower Challenge Question: Initial Thoughts: Evidence: The parts of a flower (Color and label the flower. Use page 347 to help you label)

2 Analysis Questions: (Answer each question in a complete sentence) 1. What is the male reproductive part of a flower? Name the two parts and the function of each part. 2. What is the female part of a flower called? Name the 3 parts and the function of each part. 3. What is inside the ovary? 4. Describe how the petals, pistils, sepal, and stamen of a flower are arranged. Part 2: Mendel Challenge Question: Evidence: STT #1 STT #2a. STT #2b STT #3

3 Analysis Questions: 1. Based on Mendel s results, what trait for each pea characteristic is dominant? Calculate to the hundredths place the ratio of dominant to recessive for each characteristic in the third generation. Record the ratio for each characteristic in the table below. Characteristic Dominant Trait Recessive Ratio Flower Color Seed Color Seed Surface Pod Color 2b. Why are the ratios not exactly 3:1? 2. Look at Figure 1, which shows the ratio of green-seeded and yellow-seeded offspring. Explain why a 1:3 ratio of green-seeded plants to yellow-seeded plants is the same as a fraction of ¼ green-seeded plants. 4. Mendel performed his experiments on more characteristics than the four shown in Figure 1. Why was it important for him to look at more than one characteristic? Summary: Write a brief summary (5 sentences minimum) describing what you have done and more importantly what you have learned in this activity be as specific as possible.

4 Genetic Class Survey Challenge Question: Initial Thoughts: Materials: Focus on Life Science textbook page , paper, pen, pencil, PTC paper. Procedure: 1. Write your initial thoughts or hypothesis. 2. Work with your lab partner to determine if you have the following traits. Use the photographs on page 160 to figure out which traits you have. a. Free earlobes/attached earlobes b. Hair on fingers/no hair on fingers c. Widow s peak/no widows peak d. Curly hair/straight hair e. Cleft on Chin/No cleft on chin f. Can taste PTC/Cannot taste PTC 3. Enter your evidence or observations on table I for your own traits. 4. Enter and record the class data on table II Evidence: Table I: My own Results Trait Earlobes Hair on Fingers Widow s peak Hair Cleft on Chin PTC paper (taste?) Your Phenotype Table II: Class Results Total Number of students in class: Trait 1 Number of Students Trait 2 Number of students Free Earlobes Attached Earlobes Hair on Fingers No Hair on Fingers Widow s Peak No Widow s Peak Curly Hair Straight Hair Cleft on Chin Smooth Chin Can taste PTC Cannot Taste PTC

5 Analysis and Conclusion: 1. Traits listed under Trait 1 are controlled by dominant alleles. The traits listed under Trait 2 are controlled by recessive alleles. Which traits controlled by dominant alleles were shown by the majority of students? Which recessive controlled traits were more common in students from our class? Summary: In the beginning of Genetic Class Survey I thought the answer to the challenge question was.. but now I think (or still think) My evidence for this is (use data!)

6 Activity 61 Gene Squares Challenge Question: Initial Thoughts: Background Notes: Alleles Homozygous Heterozygous Genotype Phenotype What is it? Example Evidence: Activity #61 page 1 of 3

7 Analysis Questions: 1. Compare the results of your Punnett square for problem 1 with the results of the Ocean/Lucy cross in Activity 59, Gene Combo. Why are they similar? Activity #61 page 2 of 3

8 2. Refer to the table of Mendel s results in Activity 60, Mendel, First Geneticist, on page D-36. a. What are the traits for pea flower color? Suggest letters you might use to represent the alleles for flower color. b. What are the traits for seed surface? Suggest letters you might use to represent the alleles for seed surface. 3. Review your results on Student Sheet Why is it impossible for offspring to show the recessive trait is one parent is homozygous for the dominant trait? 4. A scientist has some purple-flowered pea plants. She wants to find out if the pea plants are homozygous for the purple flower color. a. What cross will be best to find out if the purple-flowered peas are homozygous? Why? b. Use a Punnett square to show what will happen if the plants are crossed with white-flowered plants and the purple-flowered plants do not have an allele for the white trait c. Use a Punnett square to show what will happen if the plants are cross with white flowered plants and the purple-flowered plants do have an allele for the white trait. Summary: In the beginning of Activity # I thought the answer to the challenge question was.. but now I think (or still think) My evidence for this is Activity #61 page 3 of 3

9 Gene Expression Activity Challenge Question: Why is DNA so important? Initial Thoughts: Why is DNA so important? Class Thoughts Gene Expression- What does protein do in your body? Class Thoughts What does protein do in your body? Overhead Examples Evidence: See diagram on page Analysis Questions: 1. Compare the general appearance of the DNA molecule with the mrna molecule. 2. What is transcription? What is produced during transcription? 3. What is translation? What is produced during translation? 4. If the DNA code is TAC, what is the complementary code in mrna? 5. If mrna codons are AUG, GGU, CAG, what three codons of trna will attach? 6. What is the source of free amino acis in the cytoplasm? 7. If the DNA analysis of a gene shows 20% adenine bases, what would be the percentage of Thymine? Cytosine? Guanine? and Uracil? 8. List by order of size the following: Gene, cell, chromosome, nucleus. Summary: Based on today s activity, I have learned that DNA is important because. 61

10 Gene Expression Lab Part 1: DNA (Draw the DNA Ladder you made, both sides, no coloring needed, can just label with C,G,T,A) Part 2: mrna (Draw the mrna strand you made, again, no coloring needed, can just label with C,G,U,A) Part 3: trna & amino acids (Draw the mrna strand attached to the ribosome, and the matchingtrnas lining up with their amino acids. Draw at least one trna separated from the mrna that has left its amino acid behind, attached to the growing protein)

11 Table 1: mrna Codons and Matching Amino Acids AGG CGC GAC UGC ACU CCA GGA UAC ACC CUG GUC UUA ACA CAG GCU UCG AUA CGU GUU UAU AUG CCG GGC UCA 1.) DNA- G G T C G A A G T G G C T A T G T C T G G A T A mrna- amino acid sequence- 2.) DNA- T A C G C G A C G T G G C A A C A G G A C G C G mrna- amino acid sequence- 3.) DNA- G C G T A T T C C A C G C T G A T G G A C G C A mrna- amino acid sequence- 4.) DNA- C A G A A T T A T A T G C A G G T C A C G C C G mrna- amino acid sequence-

12 62 #1: WHERE IS THE CODE? #2: HOW DOES THE CODE GET SENT OUT? #3A: HOW IS THE CODE READ? #3B: HOW IS THE CODE TRANSLATED INTO A PROTEIN? KEY WORD: KEY WORD: KEY WORD: KEY WORD:

13 DNA replication and Protein Synthesis Notes Base Pair Rule DNA Replication Step 1: DNA Step 2: Nitrogen bases floating in the cytoplasm with the unzipped DNA. Step 3: Two new DNA strands are formed that have the exact. Step 1: Step 2: Step 3: Protein Synthesis Step 1: Messenger RNA production 1) DNA 2.) RNA strand is made 3.) There is no in RNA, there is instead. Step 2: Messenger RNA goes out into the and attached to a. Step 3: attaches to the Messenger RNA bases on the mrna called a match with the based on the trna called an. trna carries specific that add to the growing protein. Step 4: Protein Production Continues 3 bases= codon= amino acid of amino acid = 1 Draw, color and label the figure on pg DNA/Protein Synthesis Notes pg 1 of 1

14 Genetics Study Guide Mendel s work (5.1) Know the key terms and ideas Heredity, trait, genetics, fertilization, purebred, gene, alleles, dominant allele, recessive allele, hybrid. Be familiar with Mendel s experiments know what he did with the P, F1 and F2 generations and what he discovered. Know that an organism s traits are controlled by alleles, versions of genes, and that some are dominant while others are recessive. Probability and Heredity (5.2) Know the key terms and ideas Probability, Punnett Square, phenotype, genotype, homozygous, heterozygous, codominance. In genetics crosses the allele each parent passes off to the offspring is based on probability. Know how to interpret punnett squares, and how to tell if an allele is dominant or recessive. Know how the symbols for alleles are used. The Cell and Inheritance (5.3) Know the key terms and ideas Sexual reproduction, diploid and meiosis. Know that the chromosome theory of inheritance is and what is means Understand what happens during all stages of meiosis prior, meiosis I and meiosis II, how many sex cells are produced and what is true about their chromosome number? What are chromosomes made up of? How do the terms DNA, genes, chromosomes relate to one another? How are genes arranged on chromosome pairs (relative to one another). Genes, DNA, and Proteins (5.4) Know the Key terms and ideas Messenger RNA (mrna), transfer RNA (trna), amino acid, mutation. Understand the relationship genes and DNA and how that information relates to proteins. Understand protein synthesis (how proteins are made) where does the mrna get made? Where does it go? What does it attach to? What is trna? What does it do? What are the building blocks of proteins? What are mutations and how do they happen? What can they cause in terms of protein production?