ATAMSBLAST DIGITAL AGENDA 9 – 11 COLLEGE PREP BIOLOGY KAUFFMAN16 NOVEMBER 2011 DO NOW: Complete a Venn Diagram comparing and contrasting autosomal and sex-linked traits. California Standards: 2a – 2g: Mutation & sexual reproduction lead to genetic variation in a population 3a – 3b: Multicellular organisms develop from a single zygote. Phenotype is determined by genotype, which is established at fertilization. 4a – 4e: Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. Essential Questions: What is meiosis and why is it special to certain cells? What role does it play in determining your genetic make-up? How do you inherent different genes from your parents than a sibling does? LEARNING OBJECTIVES FOR STUDENTS: Given: Handouts and instructions from the Biology coloring workbook the learner will: review all of the biology standards in category Genetics for unit test on Monday by: completing, discussing, and self evaluating eight pages of the Biology Coloring Workbook using the posted rubric. Assessment: Genetics Unit Test and Notebook check on Monday/Tuesday. Covers ALL of standards 2, 3, and 4.

Individual Instruction: Download the file “Biology Coloring Workbook Instructions.pdf” from class webpage. Complete the worksheets on pages 61, 63, 67, and 69 on Mendelian genetics by reading the instructions, taking Cornell Notes, and coloring in colored pencil as you go. If you finish with those four while still in individual, begin working on Gametogenesis (p 277), proteins (p 13), chromosomal alterations (p 71), crossing over (p 73), DNA structure (p 79), DNA replication (p 81), DNA and chromosomes (p 87), DNA and phenotype (p 91), RNA structure (p 93), Transcription (p 95) and Translation (p 97). Direct Instruction: Ask any questions you have from individual station and last nights assignment. Notes on meiosis, chromosome alterations, and crossing over. Collaborative Station: In groups of 2 – 3 people (in your assigned seats), discuss your notes and answers to the Mitosis, Meiosis, Monohybrid Cross, and Dihybrid cross coloring pages. Evaluate your work and understanding based on the posted self reflection rubric. If you finish those, go ahead and discuss your work from the individual station on Incomplete Dominance, Multiple Alleles, Sex Determination, and Sex Linked Traits. By next class, complete the Cornell Notes by writing down your questions to ask in class, writing your Jeopardy style questions, and writing your one paragraph summary. If you have finished all of this, continue working on Compass Learning and/or Achieve You should be logging at least six hours per week between the two programs and should have dated notes to show your progress on each.

Blood Types: Whose your mama? Question 1: We already discussed the ABO blood type and the idea of co-dominance (if you have the gene for both dominant traits, they both appear). There is another blood type that is somewhat similar, the MN blood typing system. It is not as medically important, so it is not discussed as often. For the gene in question, the M and N forms each code for different types of glycoproteins (proteins with sugars attached to them) that appear on the surface of the red blood cell. Genotype MM codes only for the M version. Genotype NN codes only for the N version. Genotype MN codes for both versions. a.Predict all possible outcomes for the grandchildren of two families. In the first family, the grandparents are MM and MN. In the second family, the grandparents are MN and MN. b.What is the probability of each phenotype? Question 3: You’re working in the maternity ward of a local hospital as a volunteer and are shocked at the lack of care the staff takes with important paperwork like “this baby belongs to…” You’ve been helping out one mother who just had her fifth child, all with the same husband. She brought in her medical records and you see her four previous children are: Blood Types and PTC taster/non-taster A and MN taster B and N non-taster A and M taster A and N taster The staff gave her “her” child who has O and MN blood type and is a non- taster. Did they make a mistake? How can you tell? (write a 1 paragraph response) Question 2: The ability for humans to taste the chemical phenylthiocarbamide (PTC) is a genetic trait. People with at least one copy of the normal, dominant allele of the PTC gene can taste PTC; those who are homozygous for a mutant, recessive allele cannot taste it. a.Could two parents able to taste PTC have a non-taster child? b.Could non-taster parents have a taster child? c.A pair of taster parents, both of whom had one parent able to taste PTC and one non-taster parent are expecting their first child. What is the chance this child will be able to taste PTC?

Achieve 3000 Topics: You should have completed each of these AND you should have vocabulary done for each section. For each word listed as a vocabulary word, you need the textbook definition, your own definition, a picture, and the Spanish translation. Molecular Basis of Heredity – DNA Structure – DNA Replication – From DNA to Protein – Mendelian Genetics – Complete Dominance – Other Types of Inheritance – Our Chromosomes – How Many Chromosomes Topics for week of 14 Nov: – Cell Cycle – Meiosis Cell Biology: – Introduction to Cells – Cell Structure & Function – Plasma Membrane – Simple Diffusion – Osmosis – The Cell’s Nucleus Matter, Energy and Organization in Living Systems – Energy Transfer – Photosynthesis – Aerobic Respiration – Glycolysis – Lactic Acid Fermentation