1. O T T F F S S E __
What comes next?

2. It’s EASY if you know the PATTERN! (Just like Punnett Squares)9
NINE
O T T F F S S E __ I V E X
EVEN
IGHT N E W O H R E O U R

3. The Work of Gregor Mendel 11-1

4. VOCAB Transmission of characteristics from parents to offspring = ____________
The science that studies heredity
=_____________
heredity
genetics

5. Gregor Mendel The “father of genetics” is __________________,
a monk whose study of
genetic traits was the
beginning of our
understanding of how
genes are passed on
Gregor Mendel

6. Mendel designed experiments using __________in the monastery garden
Mendel designed experiments using
__________in the monastery garden
Pea plants

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

8. ____ generation (_________) ____ generation (______= offspring)
MENDEL’S EXPERIMENTS P1
____ generation (_________)
____ generation
(______= offspring)
___ generation
parental F1
filial F2

9. Principles of Dominance
Section 11-1
P Generation
F1 Generation
F2 Generation
Tall
Short
Tall
Tall
Tall
Tall
Tall
Short

10. crossed PURE
When Mendel ______________ PLANTS with 2 ______________ traits: (EX: Tall crossed with short)
He always found same pattern:
1. ONLY ______ trait ____________
in the ____ generation BUT . . .
2. ___________ trait ____________ in
the ____ generation
in a _________ ratio
contrasting
ONE showed F1
Missing returned F2
3:1

11. PATTERNS ARE THE KEY
Image modified from:

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

13. We now know that Mendel’s factors are ______ carried on
________________
_________________
genes
homologous
chromosomes

14. Different choices for a gene are called ___________. ALLELES

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

16. PROBABILITY & PUNNETT SQUARES 11-2

17. The chance that an event will occur = ____________________
PROBABILITY
It can be written as a:
Fraction ____
Percent ____
Ratio ____
1/4
25%
1:3

18. COIN FLIP capital 1/2 50% 1:1 There are 2 possible outcomes:
COIN FLIP
There are 2 possible outcomes:
HEADS TAILS
capital
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.
1/2
50%
1:1

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

20. HOMOZYGOUS HETEROZYGOUS
When both alleles in the pair are the SAME
Ex: ____ or _____
____________________= ________
When both alleles in the pair are different
Ex: ______
___________________ = ______________
TT tt
PURE
HOMOZYGOUS Tt
HYBRID
HETEROZYGOUS

21. PHENOTYPE/GENOTYPE
The genetic makeup of an organism is its _____________
The appearance of an organism is
its _____________
GENOTYPE
PHENOTYPE

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

23. Short = t Wrinkled seeds = r What’s the genotype?
Tall = T Round seeds = R
Short = t Wrinkled seeds = r
What’s the genotype?
Homozygous short = ________
Heterozygous round = _____
Pure wrinkled = _____
Hybrid tall = _____ tt Tt rr Tt

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

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

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

27. T t T t T t T t T t _____ of the offspring ____ % ___/4 will be ALL
100 4
T t
T t Tt
TALL
GENOTYPE _____ PHENOTYPE _______

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

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

30. PRACTICE MAKING GAMETES
Tall = ____ Round seeds = ___
Short = ____ Wrinkled seeds = ___ T t r

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

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

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

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

35. SOUTH DAKOTA CORE SCIENCE STANDARDS
LIFE SCIENCE: Indicator 1: Understand the fundamental structures,
functions, classifications, and mechanisms found
in living things
9-12.L Students are able to relate cellular functions and processes to specialized structures within cells.
Storage and transfer of genetic information

36. 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)

37. SOUTH DAKOTA CORE SCIENCE STANDARDS
LIFE SCIENCE: Indicator 1: Understand the fundamental structures,
functions, classifications, and mechanisms found
in living things
9-12.L Students are able to relate cellular functions and processes to specialized structures within cells.
Storage and transfer of genetic information

38. SOUTH DAKOTA CORE SCIENCE STANDARDS
LIFE SCIENCE: Indicator 2: Analyze various patterns and
products of natural and induced biological
change.
9-12.L Students are able to describe how genetic recombination, mutations, and natural selection lead to adaptations, evolution, extinction, or the emergence of new species.

39. Core High School Life Science Performance Descriptors
High school students performing at the
ADVANCED level:
predict how traits are transmitted from parents to offspring
PROFICIENT level:
explain how traits are transmitted from parents to offspring;
BASIC level
identify that genetic traits can be transmitted from parents to offspring;

40. 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
PROFICIENT level:
describe the relationship between structure and function
compare and contrast the cell cycles in somatic and germ cells;
explain how traits are transmitted from parents to offspring;
BASIC level
recognize that different structures perform different functions
describe the life cycle of somatic cells;
identify that genetic traits can be transmitted from parents to offspring;