How do living things pass traits to their offspring?
Learning Targets
Learning Experiences
Building on a greater understanding of DNA structure and function, this content progression addresses the behavior of DNA before, during, and after meiosis and introduces Mendelian inheritance patterns. Many inheritance concepts were introduced in the study of molecular inheritance but are investigated in much greater detail here.
77 I can explain common complex disease in terms of genetic and environmental interactions. (3b, 11c) 78 I can analyze multiple types of evidence to draw conclusions about an individual’s risk for common complex disease. (11c)
To conclude this molecular genetics content sweep, students investigate the complex interactions between genetic and environmental risk factors in common disease such as diabetes, Parkinson’s disease, heart disease, and cancer. Student misconceptions related to the cause of common disease are identified and challenged using case studies, games and simulations, patient blogs and scientific publications. These activities allow students to categorize factors that incrementally increase risk, but by themselves are not solely responsible for disease onset. Students compute an overall disease likelihood based on the aggregation of inherited and environmental risks and determine whether the comprehensive risk for an individual is high enough to justify preventative care, increased disease screening, or other clinical actions. Students use this information as a backdrop for conversations about the ethical, social, and legal implications of genetic testing and clinical decision-making.
93 I can summarize the investigations performed by Gregor Mendel and relate the importance of these experiments in the field of genetics. (11, 11b) 94 I can analyze trait data from multiple generations to support Mendel’s conclusions about inheritance. (11, 11b) 95 I can use models, diagrams, and/or text to connect Mendel’s laws of inheritance to the biological processes of meiosis. (11, 11b) 96 I can distinguish between homozygous and heterozygous allele pairs and relate these to phenotype. (11, 11b) 97 I can use a model to determine potential gametes from parental genotype and develop a Punnett square to predict inheritance outcomes. (11, 11b) 98 I can annotate a Punnett square, identifying maternal and paternal gametes, and use mathematics to explain the predicted outcomes. (11, 11a) 99 I can observe traits in offspring and use knowledge of inheritance patterns and Punnett squares to infer parental genotypes. (11, 11a) 100 I can use probability to predict the likelihood of specific offspring given parent traits and inheritance pattern. (11, 11a) 101 I can distinguish modes of inheritance by comparing parental and offspring traits and ratios. (11, 11c) 102 I can apply concepts of inheritance to ex- plain patterns seen in pedigrees, offspring ratios, and trait prevalence in a population. (11, 11c) 103 I can analyze data to find inheritance patterns and explain those patterns in terms of incomplete dominance, co-dominance, multi-allelic, and polygenic traits. (11, 11b) 104 I can identify non-genetic factors that may impact expressed traits. (11c) 105 I can collect and analyze data on traits within a population to identify patterns within expressed traits in a population. (11) 106 I can mathematically calculate the probability of expressed traits of offspring, given parental traits and an understanding of inheritance patterns. (11)
79 I can use a model to relate key features of DNA (antiparallel strands, complementary bases, and hydrogen bonding) to the mechanisms of DNA replication. (1, 3b) 80 I can use a model to investigate the process of semi-conservative replication and compare the leading strand to the lagging strand. (3, 4) 81 From that model, I can draw conclusions about errors that occur during replication. (3c) 82 I can develop a model of a replicated and non-replicated chromosome to compare their structure and use scientific vocabulary to describe chromosome structures. (4, 12) 83 I can compare and contrast mitosis and meiosis in terms of chromosome number and number of daughter cells and in comparison to the precursor cell. (12) 84 I can develop a model of chromosome movement at multiple points during meiosis and use the model to determine when cells are haploid and diploid. (12) 85 I can identify when crossing over occurs and can explain the significance of crossing over in genetic variation. (12) 86 I can compare and contrast the genetic makeup of cells before meiosis, after meiosis, and after fertilization. (12) 87 I can evaluate meiosis models, comparing them to the biological process, and identify strengths and weaknesses of the model. (12) 88 I can use meiosis models to explain the phenomena seen in a simple pedigree. (12) 89 I can describe the impacts of nondisjunction and relate the timing of nondisjunction to chro- mosome number in the gametes that form. (12) 90 I can use models to demonstrate a variety of chromosomal changes such as deletions, insertions, inversions, translocation, and nondisjunction. (3c, 12, 12a) 91 I can interpret karyotypes to identify chromosomal changes and related genetic disorders as well as describe the limitations of karyotyping. (12a) 92 I can differentiate genetic disorders in humans in terms of errors of meiosis, either large scale (chromosomal) or small scale (point mutations). (3c, 12, 11c)
Teacher Resources
Diabetes in the Family: A Case Study to examine the risk factors for developing diabetes including inherited, behavioral, and environmental factors Students will use a real case study to analyze genetic traits for diabetes by analyzing data and determining risk factors. bit.ly/family-diabetes Touching Triton ® — HudsonAlpha Institute for Biotechnology Students analyze genetic variants, family history, and medical records and make medical packing decisions for crewmembers embarking on a 20-year space mission. This web-based serious module provides specific within-game instruction on environmental and genetic risk factors. triton.hudsonalpha.org/
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The Biology Compendium
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