The Work of Gregor Mendel

Transmission of characteristics from _______________________is called ___________________. The _________ that studies _____ those characteristics are _________ from one generation to the next is called ___________________ heredity Genetics parents to offspring SCIENCE how passed on

The __________________ is _________________, a monk whose _________ of genetic traits was the beginning of our _________________ about _____________________. Gregor Mendel Father of Genetics study understanding how genes work

Mendel designed ____________ using __________ in the monastery garden _______ part of flower makes ___________ (sperm) __________ part of flower makes _______ cells Pea plants Pollen experiments MALE FEMALE egg

In pea plants, the pollen normally joins with an egg from the _______ plant (=_______________ ) so seeds have “_________________” Self pollinating same ONE parent

MENDEL’S PEA EXPERIMENTS Mendel started his experiments with peas that were _________________ = if allowed to _________________ they would produce ____________________ to themselves. true breeding self pollinate offspring identical

MENDEL’S PEA EXPERIMENTS Mendel ____________________ making parts and ____________ from _______ plant. This allowed him to _____________ plants with ______________ characteristics and ________ the results different removed pollen added pollen another cross-breed study

A _____________________ is called a ____________ Mendel ______________ in peas. specific characteristic trait Pearson Education Inc,; Publishing as Pearson Prentice Hall studied 7 traits

MENDEL’S EXPERIMENTS ____ generation (_________) ____ generation (______= offspring) ___ generation P1P1 F1F1 F2F2 parental filial

Go to Section: P Generation F 1 Generation F 2 Generation TallShortTall Short Section 11-1 Principles of Dominance

Go to Section: P Generation F 1 Generation F 2 Generation TallShortTall Short Section 11-1 Principles of Dominance

Go to Section: P Generation F 1 Generation F 2 Generation TallShortTall Short Section 11-1 Principles of Dominance

When Mendel ______________ PLANTS with 2 ______________ traits: (EX: Tall crossed with short) He always found same pattern: 1. ONLY ______ trait ____________ in the ____generation BUT ___________ trait ____________ in the ____ generation in a _________ ratio ONE showed F1F1 F2F2 3:1 crossed PURE contrasting Missing returned

PATTERNS ARE THE KEY Image modified from:

Mendel decided that there must be a __________________ that ________each trait and that __________ must be able to _______ the other. pair of FACTORS one factor control HIDE

We now know that Mendel’s ________________ carried on the pair of________________ _________________ factors are genes homologous chromosomes

________ gene _______ for a trait are called ___________. ALLELES DIFFERENT CHOICES

__________________ = An allele that ________ the presence of another allele __________________ = An allele that __________________ the presence of another allele DOMINANT RECESSIVE HIDES is hidden by

Why did the recessive trait disappear in the F 1 generation and reappear in the F 2 ? Image modified from: The pattern corresponds to the ____________ of ______________ during ____________________ MEIOSIS movement chromosomes

WHAT DOES MEIOSIS HAVE TO DO WITH IT?

REMEMBER _____________ chromosomes ________________ during ANAPHASE I = _________________ SEGREGATION Image modified from: HOMOLOGOUS SEPARATE

____ offspring __________ an allele for tallness from their _______ parent and an allele for shortness from their ________ parent. The F 1 plants ALL ___________ but are ___________ an allele for _____________ TALL Images from: BIOLOGY by Miller & Levine; Prentice Hall Publishing ©2006 SHORT LOOK TALL F 1 received carrying shortness

alleles are separated when the F 1 plants ______________ When these gametes recombined to make the F 2 generation, the _____________ trait _______________ in ¼ of the offspring EXPLAINING the F 1 CROSS LAW OF ___________________ SEGREGATION Image from: BIOLOGY by Miller & Levine; Prentice Hall Publishing ©2006 recessive made gametes reappears

SOUTH DAKOTA CORE SCIENCE STANDARDS 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 LIFE SCIENCE: Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things

SOUTH DAKOTA CORE SCIENCE STANDARDS 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. LIFE SCIENCE: Indicator 2: Analyze various patterns and products of natural and induced biological change.

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 predict how traits are transmitted from parents to offspring 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 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?

O T T F F S S E __ It’s EASY if you know the PATTERN! (Just like Punnett Squares) NENE WOWO HREEHREE OUR OUR IVEIVE IXIX EVENEVEN IGHTIGHT 9 NINENINE

PROBABILITY & PUNNETT SQUARES 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. Section 11-2 Interest Grabber

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? 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? 3.If you compiled the results for the whole class, what results would you expect? 4.How do the expected results differ from the observed results? Results will vary, but should be close to 5 heads and 5 tails. The results for 20 tosses may be closer to the predicted 10 heads and 10 tails. The results for the entire class should be even closer to the number predicted by the rules of probability. The observed results are usually slightly different from the expected results.

It can be written as a: Fraction ____ Percent ____ Ratio ____ ____________________ is the __________ that a particular _________________ PROBABILITY 1/4 25% 1:3 likelihood event will occur

COIN FLIP There are 2 possible outcomes: HEADS TAILS The chance the coin will land on either one is: ____ ____ ____ Alleles segregate randomly just like a coin flip... So can use probability to predict outcomes of genetic crosses. 1/250%1:1

PROBABILITIES _____ outcomes ______ affect _________ones _____________works ______ in ___________ a ________ number of events. If last coin flip was heads… there is still a 50/50 chance the next flip will be heads too. The more flips... The closer results will be to the expected 50:50 average. PASTDON’T FUTURE Probability best predicting large

DOMINANT/RECESSIVE _____________ allele is represented by a ____________ letter. (usually the first letter of the trait) ____________ allele is represented by the SAME _________________ letter. EX: Tall = ______ Short =______ capital lower-case T t NOT S for short Dominant Recessive

HOMOZYGOUS HETEROZYGOUS When both alleles in the pair are the _______, the organism is _______________ or __________ EX: ____ or ___ When both alleles in the pair are _____________, the organism is _________________ or _____________ Ex: ____ HETEROZYGOUS HYBRID HOMOZYGOUS PURE SAME TT tt DIFFERENT Tt

PHENOTYPE/GENOTYPE The ________________ of an organism is its _____________ The ____________of an organism is its _____________ GENOTYPE PHENOTYPE genetic makeup appearance

MAKING A CROSS for only a __________ trait = ____________________ A Punnett square for a MONOHYBRID CROSS looks like this: MONOHYBRID CROSS ONE GENE

PUNNETT SQUARES are used to show possible offspring from a cross between 2 parents _______________ go at top and on left side Boxes show ____________ ___________________ T TtTt possible offspring combinations Parent alleles

1. ___________ what _________________ are 2. ________correct__________ square __________ 3. ______ possible_______________________ 4. ______ boxes with _____________________ 5. Determine ____________of_____________& ____________ STEPS FOR MAKING CROSSES Figure out parent alleles Choose Punnett size Put in parent gametes Fill in offspring combinations probabilities phenotypes genotypes

IN PEA PLANTS Tall is dominant over short TALL = ____ SHORT = ____ T t LET’S MAKE A CROSS! PURE TALL PURE SHORT X

PURE TALL parent What are the parent alleles? T T _________   T T HOMOZYGOUS What gametes can it make?

PURE SHORT parent What are the parent alleles? t t _________   t t HOMOZYGOUS What gametes can it make?

GENOTYPE _____ PHENOTYPE _______ _____ of the offspring ____ % ___/4 will be TT t t T tT tT t T tT t T tT t TALL ALL 100 4

HYBRID TALL parent What are the parent alleles? T t _________   T t HETEROZYGOUS What gametes can it make?

GENOTYPES ¼ = _____ ½ = _____ ¼ = _____ Tt T t T TT T T t T tT t t tt t PHENOTYPES ____ or ____% _________ ____ or ____% _________ TT 75 Tt tt 3/4 1/4 SHORT TALL 25

PRACTICE MAKING GAMETES for a MONOHYBRID CROSS Tall = ____ Round seeds = ___ Short = ____ Wrinkled seeds = ___ T t R r

Homozygous Tall parent = What gametes can it produce? What are the possible gametes?   T TT

PURE wrinkled parent = What gametes can it produce? What are the possible gametes?   rr rr

Heterozygous Round parent = What gametes can it produce? What are the possible gametes?   R r Rr

Hybrid Tall parent = What gametes can it produce? What are the possible gametes?   Tt T t

SOUTH DAKOTA CORE SCIENCE STANDARDS 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 LIFE SCIENCE: Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things

SOUTH DAKOTA CORE SCIENCE STANDARDS LIFE SCIENCE: Indicator 2: Analyze various patterns and products of natural and induced biological change 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

GENES are more complicated than Mendel thought ____________________________ the ________________________. = ________________________ Genes ________ the ______ for development, but how plan unfolds also _______ on ______________conditions. “Nature vs Nurture” ENVIRONMENT influences expression of genes provide plan depends environmental

GENES are more complicated than Mendel thought Some traits have ____________ allele __________ = ____________________ EX: blood type Allele choices ___ ___ ___ MULTIPLE ALLELE TRAIT A BO MORE than 2 choices

GENES are more complicated than MENDEL thought Some traits are determined by ____________________________ = __________________ EX: human height. intelligence, skin & eye color POLYGENIC TRAIT MORE THAN ONE GENE

GENES are more complicated than MENDEL thought Traits determined by ____________ _________ have _____ “___________” phenotypes There aren’t just SMART people and DUMB people…. there is a ________________ of intelligences in-between MORE than ONE gene many in-between whole range

GENES are more complicated than MENDEL thought KINDS OF DOMINANCE ____________________ COMPLETE DOMINANCE INCOMPLETE DOMINANCE CO-DOMINANCE

COMPLETE DOMINANCE __________ allele _______ the ___________ one PATTERN ? ____________ allele ________ in a _____ratio in the ____ generation Dominant masks recessive Recessive returns 3:1 F2F2

INCOMPLETE DOMINANCE __________ expected _____ ratio in F 2 generation _____________ organisms with one dominant and one recessive allele show a _________ in-between trait BLENDED DON’T SEE 3:1 Heterozygous Image modified from:

CO-DOMINANCE _______ traits are expressed at ___________ (_____________________) in heterozygote A ________HORSE has ______________ hair and __________ hair side by side BOTH SAME TIME ROAN BOTH RED WHITE NO BLENDING

CO-DOMINANCE Both traits are expressed together (NO BLENDING) in heterozygote Persons with an A allele AND a B allele have blood type AB

Membrane proteins with _______ attached that help cells recognize self = ______________ GLYCOPROTEINS REMEMBER sugars

BLOOD TYPES have more than 2 allele choices = _________________________ The pattern of sugars that is attached is determined by genes Allele choices are: _____________ ABO MULTIPLE ALLELE TRAIT

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 PHENOTYPE (BLOOD TYPE) AA AO BB BO OO AB A A B B O

B and O see A as Different! IMMUNE SYSTEM ATTACKS! Body images modified from: A and AB see A as “like me” DONOR BLOOD

A and O see B as Different! IMMUNE SYSTEM ATTACKS! Body images modified from: B and AB see B as “like me” DONOR BLOOD

Body images modified from: YOU DON’T HAVE ANYTHING I DON’T HAVE! ____ can donate to EVERY BLOOD TYPE = _____________________ Nothing on surface to recognize as “NOT SELF” UNIVERSAL DONOR O DONOR BLOOD

A, B, and O see AB as Different! IMMUNE SYSTEM ATTACKS! Body images modified from: Only AB sees AB as “like me” DONOR BLOOD

Body image modified from: ______ can RECEIVE FROM EVERY BLOOD TYPE = ________________________ UNIVERSAL RECIPIENT ABAB AB can only GIVE to AB BUT...

BLOOD TYPE FREQUENCY IN USA A40% B10% AB4% O46%

Chromosomes that determine the sex of an organism = _________________ All other chromosomes = _________________ Sex chromosomes autosomes Humans have two sex chromosomes and _____ autosomes X y 44

SEX DETERMINATION XX = Xy = female male

Who decides? Mom can give X Dad can give X or y SO ____ determines sex of the baby. If dad gives X with mom’s X = girl If dad give y with mom’s X = boy X X X y X X y Dad

HEMOPHILIA CAUSE: Mutation in genes for __________________ carried ______ chromosome Blood clotting proteins are missing so person with this disorder can’t stop bleeding when injured; can ________________ from minor cuts or suffer internal bleeding from bruises or bumps. bleed to death Blood clotting proteins on X

HEMOPHILIA Treatment: Need ____________ of normal clotting proteins to stop bleeding _____________ in ______ because it is X-linked, but females with ______ recessive hemophilia alleles will also show the trait. 1 in 10,000 males has hemophilia injections males TWO More common

COLORBLINDNESS CAUSE: Mutation in one of three genes for _______________ carried on X chromosome Persons with this disorder have trouble distinguishing colors. _________________ colorblindness is most common Seen in 1 in 10 males 1 in 100 females Red-green Color vision

Males ONLY HAVE ONE X They either have the disorder DEFECTIVE NORMAL They are normal Or

FEMALES HAVE TWO X CHROMOSOMES Females have one normal gene that works. NORMALDEFECTIVE Females __________ defective recessive alleles to show the disorder need 2

The X chromosome in males... flies WITHOUT a copilot!... there’s NO BACK UP X to help them!

X-linked cross Dad is not colorblind Mom is colorblind What is the probability of having a colorblind boy? What is the probability of having a colorblind girl? XbXb XbXb XBXB y XB XbXB Xb XB XbXB Xb Xb yXb yXb yXb y All boys will be colorblind No girls will be colorblind

Girls with this genotype: X B X b 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 disorder, but ________ show the trait themselves is called a _____________ CARRIER doesn’t

SOUTH DAKOTA CORE SCIENCE STANDARDS 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 LIFE SCIENCE: Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things

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 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 LIFE SCIENCE: Indicator 2: Analyze various patterns and products of natural and induced biological change.