Big Idea 3Genetics and Information Transfer

Essential Questions How are traits passed from one generation to

the next? How do eukaryotic cells store, retrieve, and

transmit genetic information? How does genotype affect phenotype? How are genotype and human disorder

related? How does gene expression control the cell

and determine its metabolism? What are the current trends in genetic

engineering techniques that guide manipulation of genetic material?

What social and ethical issues are raised by advances in genetic engineering?

Supplemental Reading Over this unit, we will be reading “The

Immortal Life of Henrietta Lacks” by Rebecca Skloot I have asked teachers if they have copies

of this book, but you can download it for Kindle and it is only about $10

We will also watch the movie “Gataca”, so if you have a copy of it, please let me know.

Day 1 Required Readings:

Chapter 12, 13, 21 Bozeman Videos:

Mitosis Meiosis

Learning Objectives Make predictions about natural

phenomena occurring during the cell cycle Describe events that occur in the cell cycle Construct an explanation how DNA in

chromosomes is transmitted to the next generation via mitosis or meiosis

Represent the connection between meiosis and increased genetic diversity necessary for evolution

Activity 1 Complete the “Mitosis sequencing”

handout Put the phases in the correct order Time: 10 minutes

Activity 2 Complete “Modeling Mitosis” and

“Modeling Meiosis” using the plastic chromosomes

Write down what is happening in each phase

Time: 30 minutes

Activity 3 Create a Venn diagram that compares

the process of eukaryotes passing heritable information to next generations of cells by mitosis and meiosis

Explain connections between mitosis and meiosis and increased genetic diversity

Evaluate and explain the differences and similarities between mitosis and meiosis

Time: 20 minutes

Activity 4 Explain the role of regulators in the cell

cycle What phases in the cell cycle are

regulators found? What happens if these regulators are

defective? Time: 20 minutes

Closing activity Quiz! Time: 10 minutes

Day 2 Required Readings:

Chapter 12, 13, 21 Bozeman Videos:

Mitosis Meiosis

Learning Objectives Define cancer and differentiate between benign and

malignant tumors.

Explain that cancers result from mutations in genes that control the cell cycle.

Understand how cancerous cells move around the body.

Know the difference between tumor suppressor genes and oncogenes, and understand how these

genes contribute to cancer formation.

Activity 1 We will go through the activity “But I’m

too Young!” Time: 70 minutes

Closing Activity Quiz! What are three important things that

you learned from this case study? How is this case study applicable to your

life? What things can you do to decrease the risk of something like this happening to you?

Time: 10 minutes

Day 3 Required Readings:

Lab #7: Cell Division: Mitosis and Meiosis Bozeman Videos:

Mitosis and Meiosis Lab

Learning Objectives Make predictions about natural phenomena

occurring during the cell cycle Describe the events that occur in the cell cycle Construct an explanation as to how DNA in

chromosomes is transmitted to the next generation via mitosis, or meiosis followed by fertilization

Represent the connection between meiosis and increased genetic diversity necessary for evolution

Evaluate evidence provided by data sets to support the claim that heritable information is passed from one generation to another generation through mitosis, or meiosis followed by fertilization

Connect the process of meiosis to the passage of traits from parent to offspring

Pre-lab Questions What is the purpose of cell division? What are the outcomes of mitosis and meiosis? How does meiosis increase the genetic

diversity in a population? How many cells are in your body? How were

those cells produced from a single cell (zygote)?

What are some advantages of asexual reproduction in plants?

What is the importance of DNA replication prior to cell division?

How is the cell cycle controlled? What would happen if the control were defective?

Activity 1: Mitosis How does the genetic information in a

cell from your toe compare to the genetic information in a cell from your arm?

What other purposes besides growth would require cell division? How do cells divide?

Use the clay provided to demonstrate the different stages in mitosis and what is happening in each stage

Mitosis in Onion Root Tips We will use the following website to

conduct our investigation on mitosis: http

://www.biology.arizona.edu/cell_bio/activities/cell_cycle/cell_cycle.html

Complete Table 1 for the onion cells you observe and collect the other groups’ data (put those in “Tip 2” and “Tip 3”)

Complete steps 1-4 and 1-2 on S89

Review Questions What was the importance of collecting

the class data? Was there a significant difference

between the groups? Does an increased number of cells in

mitosis mean that these cells are dividing faster than the cells in the roots with a lower number of cells in mitosis?

How else could you determine the rate of mitosis in root tips?

Activity 2: Loss of Cell Cycle Control

Pre-lab Questions: How are normal cells and cancer cells different from

each other What are the main causes of cancer? How can we explain the fact that there are so many

different cancers, even in the same types of cells or tissues?

How is the cell cycle controlled in normal cells? What goes wrong during the cell cycle in cancer cells? What makes some genes related to increased cancer

risk? Do you think that the chromosomes might be

different between normal and cancer cells?

Activity 2 (Cont’d) Look up pictures of cancer cells vs. normal cells.

Include these in your report Compare the chromosomes from a normal

individual and a HeLa cell Discuss their appearance Did the results match your hypothesis (last question

from previous slide)? What information do you need to validate your

conclusion? In normal cells, mitosis is blocked if there is DNA

damage What would happen if cells with mutated DNA

replicated? How does p53 play a role in the cell cycle? What

happens if it is damaged?

Activity 3: Meiosis Pre-lab questions:

How is meiosis important to a sexually reproducing organism? What would happen if eggs and sperm were produced by

mitosis instead of meiosis? How can crossing over between homologous chromosomes be

detected? How do meiosis and fertilization affect genetic diversity and

evolution? How do sexually reproducing organisms produce gametes from

diploid cells? How does the process increase gamete diversity? What are the outcomes from independent assortment and

crossing over? How does the distance between two genes or a gen and a

centromere affect crossing over frequencies?

Activity 3 (Cont’d) Sordaria fimicola is a fungus You will measure crossover frequencies and

genetic outcomes from Sordaria cards and examine asci (formation of eight haploid ascospores contained within a sac called an ascus (plural, asci)) produced by crossing wild type (black) with tan parents

Each ascus contains 8 spores Parent type has four tan and four black

spores in a row (4:4) Recombinant asci will not have this pattern

(2:2:2:2, 2:4:2)

Activity 3 (cont’d) Take a card and complete table 3 on

page S95

Write Up CERR Model Claim – Discuss what mitosis and meiosis are,

what results from them, when they are used and what controls them

Evidence – 2 tables plus chi-square calculations Reasoning – Discuss why you saw what you

saw. There are some great leading questions in the student lab manual given to you, as well as the pre-lab questions that you can refer back to

Rebuttal – Why do meiosis and mitosis not occur in a different way? Why does a cell not have zero checkpoints? Why do sexually reproducing organisms not all look exactly alike? Etc.

Day 4 (60 minutes) Test (Chapter 12, 13, investigation 6)

Day 5 Required Readings:

Chapter 14, 15 Bozeman Videos:

Mendelian Genetics Genotypes and Phenotypes Chromosomal Genetics Genetics Chi-Square Test

Learning Objectives Construct a representation that connects the

process of meiosis to the passage of traits from parent to offspring

Apply mathematical routines to determine Mendelian patterns of inheritance provided by data sets

Explain deviations from Mendel’s model of the inheritance of traits

Explain how the inheritance patterns of many trains cannot be accounted for by Mendelian genetics

Activity 1 Watch the video “Basics of Genetics:

Understanding Inheritance” and complete the questions that go along with it

Time: 40 minutes

Activity 2 We cannot conduct the experiment with

Wisconsin Fast Plants, but suppose you are given the following data for different traits. Complete the handout given to you for expected values and complete the chi-square calculations

This is for a monohybrid cross for 2 different traits with 100 plants

Predict the expected results for a dihybrid cross between the 2 traits. You have 100 plants

Time: 20 minutes

Data TablePhenotype Observed Number of Plants

(o)

Purple stem (Dominant trait) 685

Non-purple stem (recessive trait)

315

Green leaf (Dominant trait) 647

Yellow-green leaf (recessive trait

353

Activity 3 We will do the virtual fly lab (time

permitting) to see the difference between sex-linked and autosomal inheritance

You should have a username and password http://www.sciencecourseware.org/vcise/dr

osophila/

Complete the tables and questions as you go along

Day 6 Bozeman videos:

Chromosomal Genetics Blood Types X-inactivation Signal Transmission and Gene Expression Gene Regulation

Activity 1 Watch the video “Basics of Genetics:

The Human Genome” and answer the questions that go along with it.

Time: 35 minutes

Day 7 Required Readings:

None

Day 8 (60 minutes) Required Readings:

Chapter 16, 17 Bozeman Videos:

DNA and RNA part 1 and 2 Mutations

Day 9 (60 minutes) Test

Chapters 14, 15

A

Day 10 Required Readings

Chapter 16, 17 Bozeman Videos

DNA and RNA part 1 and 2 Mutations

Day 11 Bozeman Videos:

Investigation 9 Required Readings:

Investigation 9: Biotechnology: Restriction Enzyme Analysis of DNA

Day 12 Required Readings:

Chapter 18, 19 Bozeman Videos:

Viruses Viral Replication

Day 13 Required Readings:

Chapter 18, 19 Bozeman Videos:

Viruses Viral Replication

Day 14 (60 minutes) Test

Chapter16, 17, 18, 19

Day 15 Required Readings:

Chapter 20, 21 Bozeman Videos:

Molecular Biology

Day 16 Required Readings:

Chapter 20, 21

Day 17 Required Readings:

Chapter 18 Bozeman Videos:

Signal Transmission and Gene Expression Gene Regulation Genotype Expression

Activity 1 Watch the video “Ghost in Your Genes” Write down questions you have as you

watch the video Write down interesting things that you

learn as you watch the video Time: 65 minutes

Day 18 Required Readings:

Investigation 8: Biotechnology: Bacterial Transformation

Bozeman Videos: Investigation 8

Day 19 (60 minutes) Gattaca

Day 20 Gattaca (Cont’d)

Day 21 Required Readings:

The Immortal Life of Henrietta Lacks

Day 22 Review for Final Exam (Chapters 12-21)

Exam: December 13 Cumulative exam for Big Idea 2 and Big

Idea 3 90 minutes Section 1: Multiple Choice Section 2: Free Response Questions