Day Lesson SOL NGSS Activities Assessments 1 Cell Cycle .

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Day1LessonCell Cycle andMitosisSOLBIO 5a2Mitosis3Mitosis andMeiosisBIO 5a, LS1.Bb, cBIO 5a, LS1.Bb, c45FlipbookLaws ofHeredity andPunnett SquaresStudy Guide –2ndHuman Heredity– 4thReview – 2ndStudy Guide –4thReview678910Midterm – 2ndReview – 4thHuman Heredity– 2ndMidterm - 4thNGSSLS1.BBIO 5dBIO 5dLS1.BLS3.A,BBIO 5dLS3.A,BAssessmentsGenetics vocabularyCell Cycle Worksheet4d. Mitosis Lab5d. Cell Regulation Notes6d. Notes on Meiosis7d. Video activity8d. Begin Mitosis and MeiosisflipbookContinue Flipbook9d. Notes Mendel and Inheritance10d. Punnett Square ActivityMitosis LabStudy Guide11d. Dihybrid Punnett Calculations13d. Human Genetics ActivityDihybrid Cross worksheetHuman Genetics ActivityVideo activityFlipbookPunnett Square ActivityUnits A and B – 2ndStudy Guide – 4thBIO 5d, LS3.A,Bf11DNA Historyand StructureReplicationBIO 5e, LS1.Ag12DNATranscriptionand TranslationDNA ErrorsBIO 5hLS1.ABIO 5iLS1.A13Activities1d. Genetics vocab2d. Cell cycle and Mitosis notes3d. Cell Cycle WorksheetUnits C and D – 2ndUnits A and B – 4thMidterm – 2ndUnits C and D – 4th11d. Dihybrid Punnett Calculations12d. Notes on other patterns ofinheritance and pedigrees13d. Human Genetics Activity14d. Punnett Square and PedigreeWorksheetMidterm – 4th15d. DNA Replication Lab16d. Notes on History and Structureof DNA17d. DNA Base Pairing Worksheet18d. Protein Synthesis WebQuestBegin Genetic Disorders Project19d. DNA Transcription andTranslation Notes20d. Transcription and TranslationWorksheet21d. DNA Mutations Notes22d. Mutations WorksheetDihybrid Cross WorksheetHuman Genetics ActivityPunnett Square andPedigree WorksheetDNA Replication LabDNA Base PairingWorksheetWebQuestTranscription andTranslation WorksheetMutations

141516171819GeneticDisorders gStudy Guide –Half DayTest ReviewTestWork on ProjectBIO 5jLS1.AFinish ProjectsPresentationsPresentations23d. Genetic Engineering NotesPresentationsPresentationsStudy GuideBIO 5LS1.A,BLS3.A,BReviewTestActivities1d. Genetics Vocabulary2d. Notes on cell cycle and mitosis3d. Cell Cycle Coloring4d. Cell Regulation Notes5d. Mitosis Lab – Onion Root Tip6d. Notes on Meiosis and cell specialization7d. Mitosis and Meiosis video activity8d. Flipbook Directions9d. Notes on Mendel and Inheritance10d. Punnett Square Worksheet11d. Dihybrid Cross Worksheet12d. Notes on other patterns of inheritance and pedigrees13d. Human Genetics Activity14d. Punnett Square and Pedigrees Worksheet15d. DNA Replication Paperclip Lab16d. Notes on DNA structure and Replication17d. DNA Base Pairing Worksheet18d. Protein Synthesis WebQuest19d. Transcription and Translation Notes20d. Base Pairing Worksheet21d. DNA Mutations Notes22d. DNA Mutations Worksheet23d. Genetic Engineering NotesIII. Individual Lesson PlansTest

Mitosis and Meiosis Lesson Plan – Days 2, 3, 4Lesson Objectives – Students will be able to: Create a diagram to model the stages of mitosis and explain the processes occurring at eachstage Create a diagram to model the stages of meiosis and explain the processes occurring at eachstage. Compare and contrast the process of mitosis and meiosis and determine under which conditionseach process will occurSOLs –BIO.5 The student will investigate and understand common mechanisms of inheritance and proteinsynthesis. Key concepts includea) cell growth and division;b) gamete formationMaterials and Resources –Microscope, Onion root tip slides, colored pencilsClassroom Management and Safety Issues –Talk to students about proper microscope use and how to carry it across the roomProcedure –Engage: 5 minutes1. Students will get out their warm-up notebooks and will answer the question, “During which stage ofmitosis do the chromosomes line up in the middle of the cell?” This will be a formative used to gauge ifthey understood the material taught in the previous lesson.Explore: 45 minutes2. Students will get a partner and will receive the mitosis lab activity sheet. We will read over theinstructions and then I will give them a onion root tip slide. This is a formal assessment of whether theyunderstand what is happening during the stages of mitosis and also how well they can use themicroscope. When the lab is finished they will hand the slides back to me and put the microscopesaway.Explain: 25 minutes3. I will use a Powerpoint presentation/ discussion to teach the students the process of Meiosis. Studentswill follow along during the presentation. I will periodically ask questions to gauge their understanding.4. On the last slide we will discuss the differences and similarities between meiosis and mitosis.

Elaborate: 15 minutes5. Students will receive and activity sheet that has questions based on a video that we will watch onmeiosis and mitosis. This will give the students a more visual representation of what is occurring duringthe different stages through the use of a model.Evaluate: 2 days6. I will give the students directions to an in-class project that we will work on for the next few classperiods. They will be making a flipbook of the stages of mitosis and meiosis. Each page will include avisual depiction of the stage as well as a description below. After grading the assignment I will hand itback to them so they can use it to study for the unit test. This assignment and the unit test aresummative assessment that will be used to see if the students understand the material.

NameObserving Mitosis LabBackground:In a growing plant root, the cells at the tip of the root are constantly dividing to allow theroot to grow. Because each cell divides independently of the others, a root tip contains cells atdifferent stages of the cell cycle. This makes a root tip an excellent tissue to study the stagesof cell division.Materials:microscopeprepared slides of onion (allium) root tipsProcedure:1. Get one microscope for your lab group and carry it to your lab desk with two hands. Makesure that the low power objective is in position and that the diaphragm is open to the widestsetting.2. Obtain a prepared slide of an onion root tip (there will be three root tips on a slide). Holdthe slide up to the light to see the pointed ends of the root sections. This is the root tip wherethe cells were actively dividing. (The root tips were freshly sliced into thin sections, thenpreserved when the slide was prepared.)3. Place the slide on the microscope stage with the root tips pointing away from you. Usingthe low-power objective to find a root tip, and focus it with the coarse adjust until it is clearlyvisible. Just above the root “cap” is a region that contains many new small cells. The largercells of this region were in the process of dividing when the slide was made. These are thecells that you will be observing. Center the image, then switch to high power.4. Observe the box-like cells that are arranged in rows. The chromosomes of the cells havebeen stained to make them easily visible. Select one cell whose chromosomes are clearlyvisible. (If you need to change the focus when using high power,remember to only use the fine adjust!)5. Sketch the cell that you selected in the box on the right.6. Look around at the cells again. Select four other cells whoseinternal appearances are different from each other and the firstone that you sketched. Sketch them in the boxes below.

7. As you look at the cells of the root tip, you may notice that some cells seem to be emptyinside (there is no dark nucleus or visible chromosomes). This is because these cells are threedimensional, but we are looking at just thin slices of them. (If you slice a hard boiled egg atrandom, would you definitely see the yolk in your slice? No.) We want to continue to look at thecells, but we will ignore any where we cannot see the genetic material (dark areas).8. Looking along the rows of cells, identify what stage each cell is in. Use the photos below se(dark mass)(chromosomesvisible butnot organized)(chromosomeslining upalong equator)(pullingapart)(two nuclei)9. Use the data table to record the number of cells that you see in each of the stages. Theeasiest way to do this is for one person to look through the microscope, going along each rowof cells. For each cell, say out loud what stage the cell appears to be in. Another student canmake tally marks for each stage.Stage of Cell umber of cells in the Stage:

Analysis & Conclusions:1. What stage were the majority of the cells in?2. What percentage of the cells were in each 3. What evidence shows that mitosis is a continuous process, not a series of separateevents?4. The onion plant began as a single cell. That cell had X number of chromosomes. (The exactnumber does not matter, we will just call that number “X”.) How many chromosomes are in eachof the cells that you observed? (Give the answer in terms of X.) How do you know?5. If this onion would reproduce sexually, it would need to produce sperm and/or eggsby the process of meiosis. After meiosis, how many chromosomes would be in each sexcell (in terms of X)?6. If this onion would complete the process of sexual reproduction (fertilizing an egg cell), howmany chromosomes would be in the zygotes that are produced (in terms of X)?

Mitosis and Meiosis Video Activity – 8d1. What does diploid mean?2. What do the beads represent in this simulation?3. During what phase of interphase is the DNA replicated?4. What happens during metaphase of mitosis?5. What pulls the chromatids apart in anaphase?6. What is the goal of mitosis? Meiosis?7. How many divisions occur in meiosis?8. What happens to chromosomes in meiosis during prophase I that is different from prophase in mitosis?9. During what stage are 2 new nuclei made?10. How many cells do we end up with at the end of mitosis?

Mitosis and Meiosis FlipbookYou have been contracted by Montgomery County Public Schools to make a flipbook that represents the different stages of mitosis and meiosis. They are looking forsomething that is attractive to the eye and also makes it for the person reading it tounderstand. Although they are giving you artistic license to draw however you want, theyhave strict guidelines for the book that they want you to follow. The book must have a title page Each page must have a drawing of the phase it is covering All drawings must be in color Each page needs a description of what is occurring in that phaseThey have also provided a set of instructions for what each page must have on it.Page 1 – Title that is colored, namePage 2 – The word MitosisPage 3 – Prophase of MitosisPage 4 – Metaphase of MitosisPage 5 – Anaphase of MitosisPage 6 – Telophase of MitosisPage 7 – CytokinesisPage 8 – The word MeiosisPage 9 – Prophase I of MeiosisPage 10 – Metaphase I of MeiosisPage 11 – Anaphase I of MeiosisPage 12 – Telophase I of MeiosisPage 13 – Cytokinesis (2 Cells)Page 14 – Prophase II of MeiosisPage 15 – Metaphase II of MeiosisPage 16 – Anaphase II of MeiosisPage 17 – Telophase II of MeiosisPage 18 – Cytokinesis (4 Cells)They have provided an example of what each page should look like.MetaphaseChromosomes line up along the center of the cellRubric

Page NumberDrawing (2 Points)Coloring (1 Points)Description and Title(2 Points)123456789101112131415161718/84

DNA Replication, Transcription and Translation – Days 11 and 12Lesson Objectives – Students will be able to: Given a DNA sequence be able to write a complementary mRNA strand Explain the process of DNA replication Explain the process of protein synthesis, including DNA transcription and translationSOLs –BIO.5 The student will investigate and understand common mechanisms of inheritance and proteinsynthesis. Key concepts includeg) the structure, function, and replication of nucleic acids;h) events involved in the construction of proteins;Materials and Resources –Paperclips, computerClassroom management and safety issues –Put limits on what websites students can access when we do the computer labProcedure –Go over the homework from the night before – 5 minEngage: 5 min1. Students will be shown a 3D model of DNA and asked if they know what it is. Students will turn to theirpartners and will discuss everything they remember about DNA from middle school. We will then open upto a class discussion. This will gauge students’ prior knowledge of DNA and will encourage collaborationin the classroom. It will also inform me what I need to cover in the most detail.Explore: 50 min2. Students will get with a partner and will receive a bag of paperclips to perform the lab. In the lab thestudents will be simulating replication of DNA by using 4 different colored paperclips for each of thenucleotides. I will formally assess their understanding of replication using the activity sheet for the lab andinformally assess by walking around during the lab and listening for discussion.I got this lab from www.tiemanbiology.com and it is titled DNA Replication Paper Clip ActivityExplain: 20 min3. I will use a PowerPoint to facilitate a class discussion on transcription and translation of DNA. To assesstheir understanding I will ask questions throughout the presentation such as, “What does DNA stand for?”“What is the shape of DNA?” “If we look at DNA like a ladder what would represent the rungs?” This willmake the students think critically about the topic and allow me to gauge understanding.

Elaborate: 50 min4. Students will go to the computer lab and will work on a webquest that covers the topic of proteinsynthesis. I will formally assess their understanding using the activity sheet that goes along with thewebquest and I will informally assess them by walking around and answering questions.I modified this activity from one that I found on www.crestwood.sparcc.orgEvaluate: 25 min5. Students will complete an activity sheet on replication, transcription and translation. This will be theirsummative assessment on the topic of DNA.

DNA Replication: Paper Clip ActivityName BlockQuick Review:7. Each DNA molecule has a unique structure that makes it different from other DNAmolecules (or genes.)8. This difference occurs because the sequence of A, T, C, and G vary from onemolecule or gene to another.What You Need to Know About DNA Replication:9. To “replicate” means to produce a copy of itself. DNA is the only known molecule thatcan do this.10. DNA is able to make an exact replica of itself because of the base pairingcharacteristics stressed earlier (A with T and C with G).11. When DNA makes a duplicate molecule of itself, the two strands unwind.12. After the two strands have pulled apart, new bases (A, T, C, & G) as well as new sugarand phosphate units come into place according to the base pairing rules.13. A comes in opposite of T, and C is opposite of G.14. When this occurs, two identical DNA molecules are created.Activity Overview:You will be making a short sequence of a human gene that controls the body’s productionof the growth hormone, which causes growth during childhood and adolescence. Geneticengineers call this gene the hGH (human Growth Hormone) gene. This gene is actually made of573 nucleotide base pairs. You will only construct the first ten bases in the gene.For this activity, each pair of students will need the following:14 Blue clips Adenine (A) Thymine14 Yellow clips (T)9 Red clips Cytosine (C)9 Green clips Guanine (G)This activity shouldtake about 35-40minutes.STEP ONE: Use the colored paper clips according to the key above and construct the topstrand of the hGH according to the diagram of the gene below. Link the ten appropriatecolored clips for the top chain shown below.1 2 3 4 5 6 7 8 9 10 A- A- G- C- T- T- A- TG- G T- T- C- G- A- A- T- A- C- C

Notice that the bottom strand of the DNA molecule follows the “rule of complementarity,” whichmeans that A bonds with T, and C bonds with G.STEP TWO: Now construct the bottom strand of the hGH gene by linking ten more clips into achain according to the pattern above. The entire sequence of this gene is known. Your DNAmodel should resemble the following:STEP THREE: Set the two chains side-by-side as shown in the drawing above so that A bondswith T, and C bonds with G.You now have a model of the hGH gene (the first ten bases only.)Compare the two chains with each other side-by-side to verify that C bonds with G, and A bondswith T. When this gene replicates in the nucleus of a cell, the double-strand begins to separate atone end. As it separates, new nucleotide bases are moved into place by enzymes, which formthe beginning of two new identical molecules. These A, T, C, and G bases are present in thenucleus of each cell and come from food molecules. When these new bases are brought intoplace, the A bonds with T, and the C bonds with G.STEP FOUR: Open your hGH DNA molecule as shown below:STEP FIVE: Now use the other available clips to create the beginning of two newstrands. Remember A with T and C with G. Connect the clips as follows:

STEP SIX: Continue separating the strands and bring in appropriate new bases (clips) to createtwo complete new double-stranded hGH gene molecules. Remember that A bonds opposite toT, and C is opposite of G. You should have six clips left. Save them for later.Answer the questions that follow:3. Examine the two double-stranded DNA molecules. Are they identical or different in anyway?6. If you were asked to replicate each of the two DNA molecules on your table to createfour identical DNA molecules, how would you go about doing this?3. You now have two copies of a segment of the hGH gene on your table. During periodsof growth and cell division, the chromosomes, which are made up of genes, mustdivide. What features about DNA replication causes each new DNA molecules to beexactly like the original?*Cells can divide along with their DNA in this manner without any errors for thousands ofreplications. On occasion an error can occur. When this type of error occurs in a cell that isdestined to become an egg or a sperm cell, it is called a “mutation.” So what is a genemutation?STEP SEVEN: To demonstrate a gene mutation, place one of your paper clip hGH DNA strandsin front of you. Identify the second nucleotide base called Adenine (A), which is blue. To cause andmutation, remove this 2 blue clip and replace it with a red Cytosine (C) clip. You have justdemonstrated how a mutation occurs. This replacement usually occurs when the DNA isreplicating.

4. When this mutated DNA molecule replicates, will the resulting new DNA be similaror different from the hGH gene? Explain.*This type of mutation can be caused by a variety of circumstances, including radiation,chemical exposure, or it can occur spontaneously without known cause.5. Draw structures of the new double-stranded mutated gene you created by using theletters A, T, C, and G in a manner similar to that shown earlier.*Since the sequence of bases is different in this molecule, the genetic code isdifferent. This gene CANNOT direct the cell to produce normal human growthhormone.6. In your own words, explain how mutations can occur in cells and how this might affect theneworganismwiththemutation.

NAMEProtein Synthesis WebQuestTopic: Protein SynthesisA. Go to: http://www.wisc-online.com/objects/index tj.asp?objid AP1302Read the animation page by page – just click the “next” button when you are ready tomove on.1.How does the mRNA leave the nucleus?2.Is just one mRNA molecule made? Explain.3.How many amino acids does each codon code for?4.Describe the structure of a tRNA molecule.5. Where does the energy to form the peptide bond between two amino acids comefrom?6.Can a single mRNA be read more than once? Explain.B. Go to: ribe/Click the button that says “click here to begin”Use the keyboard to type the bases that would form the mRNA.1. List your bases from mRNA:2. Which process did you just complete?

Follow the instructions to determine the order of the amino acids.3. What is the first amino acid?4. List the order of your amino acids.5. How did the process know to end?6. Which process did you just complete?Read the script on the right side of the webpage.7. Describe the process of transcription.8. Describe the process of translation.Overview:Go to:http://www.zerobio.com/drag oa/protein/transcription.htmScroll down and complete the transcription activity. Check to see if you are correct1. Which base in RNA is replaced by uracil?2. How many mRNA codons are illustrated above?3. What is the name of the enzyme that creates the mRNA copy from DNA?4. What is the name of the sugar in the mRNA nucleotides?5. What is the mRNA transcript for the DNA sequence, TTACGC

Click Next at the bottom of the page.Scroll down complete the translation activity . Check to see if you are correct.1. What organelle assists tRNA in translating the mRNA in the cytoplasm?2. The role of tRNA is to carry a(n):3. Is a tRNA anticodon more similar to DNA or RNA in nucleotide sequence?4. If the mRNA codon is CGA, the tRNA anticodon that binds with it is:

Name Period:DNA Base Pairing WorksheetThere are base pairing rules for writing complimentary DNA strands for a givenstrand. A pairs with TC pairs with GIn RNA, A pairs with U, instead of T.Write the complimentary DNA strand for each given strand of DNA.9. GGTAGCTAGCNow write the mRNA strand for the given DNA AT20.ACTAACGGTAGCTAGC

Now you will translate the amino acid sequence for the given tRNA strand.Remember that codons are 3 base pairs long.4.AUG CAC UGU CCU UUC GCU GAC5.GAG AUC UGG UUG GAA UCG6.AGC GUA UUA ACG UAU CAU7.AGU CGA UCG AUG CGG AUG AUA8.GUC GUC GAU AGC UAU CAU GCATranscribe the following DNA TTCGCTCGC

The following are pieces of mRNA. Give the DNA strand from which it was AUComplete the table below showing the sequences of DNA, mRNA codons, tRNA anticodons andthe amino acids. Remember the genetic code is based on mRNA codons.DNA1.2.4.5.GAT3.mRNA codonUAU6.Amino AcidTryptophan 10.11.12.

5. Using the following piece of DNA, give the mRNA molecule andthe amino acid sequence for which it codes.DNA – A T A T A A A C G A G G A A A T T C C G G G C GmRNA –Amino acids –2. Use the mRNA sequence to find the DNA sequence and the aminoacid sequence.DNA –mRNA – A U G C C U A C A U G U G G U G U A A C C U UAAmino acids –

IV. AssessmentI plan to assess student understanding in a variety of different ways. Throughout each ofmy lessons I have informal formative assessment to help me gauge whether the studentsunderstand the material before I move on to new topics. Most of the time my informalassessments come in the form of group work and class discussions. This ensures that the studentsdo not fall behind in the material. I also included formal assessments in each lesson plan in theform of labs, worksheets, web quests, etc. This provides support and practice for each topic. Iwalk around during each assignment as well to informally assess that they are doing the workcorrectly. Finally, the unit culminates in 2 summative assessments, one in the form a test and theother in the form of a presentation. I chose to do two different types of summative assessments inorder to see if the students have fully mastered the material. The ability to apply content in avariety of ways shows mastery. All of my assessments are written with the lesson objectives inmind, which are all taken from the SOLs. Each lesson plan starts with the lesson objectives listedas well as the SOLs so I can show what it is I want the students to achieve from each lesson.From there I include activities that facilitate the learning of each topic as well as other types ofassessments to guarantee mastery. Below are some of the assessments that I used throughout thisunit.

Genetic Disorders Research ProjectYou have been challenged to incorporate your knowledge about cells, cell division, genetics, andDNA to research and present on a specific genetic disorder. You have already completed yourbasic study about the ideas of genetics and mutations. Now with the information that you haveyou are being asked to research a specific genetic disorder and give an oral presentation alongwith creating an engaging presentation in the form of a PowerPoint.Your presentation should include all of the following information: The name of the disorderWho discovered the disorder and who has done researchSigns and symptomsWhat causes the disorder?How is the disorder inherited? Sex-linked or autosomal? Recessive or dominant? Etc.What types of treatments are given to someone with this disorder?How is this disorder diagnosed?How many people in the population have this disorder? Is one gender affected morefrequently?2 interesting facts about the disorderList of referencesOther important information: You will receive a random genetic disorder chosen out of a beaker.We will have 2 full days in class to work on this project. Our days in the computer lab aregoing to be 4/10 and 4/14. Whatever you do not finish in class must be done at home.Presentations are going to be given on Tuesday 4/15, the order will be determinedrandomly. The presentation should last for 5-7 minutes and should allow 3 minutes forquestions at the end.Your presentation must have at least 3 references listed in APA format

Rubric for PresentationsCriteriaPoints PossibleName of Disorder5Discoverer andResearchers5Signs andSymptoms10Cause of disorder10How the disorder isinherited10Treatments10How the disorder isdiagnosed10Who has thedisorder102 interesting facts10References5Eye Contact5Time (5-7 min)5Voice Volume5Points AwardedCommentsTotal

List of Possible DisordersAngelman syndromeCeliac DiseaseColor BlindnessCystic FibrosisDown SyndromeDuchenne Muscular DystrophyFragile X SyndromeHemophiliaHuntington’s diseaseKlinefelter syndromeNoonan SyndromePhenylketonuriaPolycystic Kidney DiseaseSickle-cell AnemiaTay Sachs DiseaseTriple-X SyndromeTurner’s SyndromeAngelman syndromeCeliac DiseaseColor BlindnessCystic FibrosisDown SyndromeDuchenne Muscular DystrophyFragile X SyndromeHemophiliaHuntington’s diseaseKlinefelter syndromeNoonan SyndromePhenylketonuriaPolycystic Kidney DiseaseSickle-cell AnemiaTay Sachs DiseaseTriple-X SyndromeTurner’s Syndrome

Genetics TestMultiple Choice – (2 points each)DNA replication occurs during which phase of the cell cycle?a. G1 phasec. G2 phaseb. S phased. M phaseCell division in prokaryotic organisms is calleda. Binary fissionc. Mitosisb. Meiosisd. CytokinesisThe collective name for the phases of the cell cycle in which no division takes place isa. Mitosisc. Meiosisb. M phased. InterphaseDuring what phase of Meiosis does crossing over occur between homologouschromosomes?a. Prophase Ic. Metaphase IIb. Metaphase Id. Prophase IIWhich of Mendel’s laws of inheritance states that during meiosis alleles separate andmove to different cells?a. Law of Dominancec. Law of Segregationb. Law of Fertilizationd. Law of Independent AssortmentDNA contains all of the following nitrogenous bases excepta. Uracilc. Thymineb. Guanined. CytosineWhich of the following nitrogenous bases pairs up with cytosine?a. Adeninec. Thymineb. Uracild. Guanine

What is the correct sequence of the complementary DNA strand of ATCGTAGCT?a. GCTACGATCc. ATCGTAGCTb. TCGATGCTAd. TAGCATCGAWhat is the percentage of G if the percentage of T is 20%?a. 15%c. 30%b. 20%d. 40%What is the sugar that is present in RNA?a. Uracilc. Riboseb. Deoxyribosed. GlucoseWhich type of point mutation results from the addition of an extra base into the code?a. Inversionc. Substitutionb. Deletiond. InsertionWhat type of chromosomal mutation is the result from a loss of part or all of thechromosome?a. Duplicationc. Substitutionb. Deletiond. TranslocationMatching Section – (2 points each)Physical characteristicsa. homologousThe genetic makeupb. homozygousThe term for two of the same allelesThe term for two different allelesOne chromosome from each parentc. phenotyped. genotypee. heterozygousPhases of Mitosis – Put the phases of mitosis in order from 1-5 then write what is happeningin each stage (10 points)

Metaphase -Telophase -Cytokinesis -Prophase -Anaphase -Mitosis vs Meiosis Chart – Fill in the chart with differences between mitosis and meiosis(16 points)CriteriaMitosisPurposeNumber of divisionsDaughter cell # of chromosomes(haploid or diploid)Where it takes placePunnett SquaresIn flies, blue eyes are dominant to red eyes.what are the genotypes of the possible offspringof a male who is heterozygous dominant and afemale that is homozygous recessive? (5 points)What is the chance that a male who is heterozygousMeiosis

for type A blood and a female that is heterozygousfor type B blood could give birth to a child with typeO blood? (5 points)Freckles are dominant to no freckles and dimples are dominant to no dimples. Perform a crossbetween a male that is heterozygous for both traits and a female that is homozygous recessive forboth traits. (7 points)What are the chances thata child will have dimplesbut no freckles?Protein SynthesisTranscribe the following DNA strand into mRNA (5 points)TAC CTG GCC ACTUsing the amino acid chart determinethe sequence of amino acids from yourtranscribed mRNA (5 points)Pedigrees

Using the pedigree to the right, answerthe following questions.1. Is this pedigree recessive ordominant?2. What evidence can you use tosupport your claim?N3. Which genotype must the first female in generation two have using X as the normal allelenand X as the affected allele

DNA Transcription and Translation Notes 20d. Transcription and Translation Worksheet 21d. DNA Mutations Notes 22d. Mutations Worksheet Transcription and Translation Worksheet Mutations . Activities 1d. Genetics Vocabulary 2d. Notes on cell cycle and mitosis 3d. Cell Cycle Coloring 4d. Cell Regulation Notes 5d. Mitosis Lab – Onion Root Tip 6d. .

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