Transcript TALL

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