The document outlines a genetics project where students must design an imaginary species with distinct traits based on genetic principles such as dominance, recessiveness, and allele location. Key tasks include describing traits, sketching male and female examples, creating a pedigree, demonstrating genetic crosses, and developing word problems. It emphasizes understanding genome terminology and variation in species through gene expression and allele combinations.

1. THE GENOMES
NAME : SELEKA KARYN MOEMA
STUDENT NO : 802032133

3.  Every organism, including humans, has a
genome that contains all of the biological
information needed to build and maintain a
living example of that organism. The biological
information contained in a genome is encoded
in its deoxyribonucleic acid (DNA) and is
divided into discrete units called genes. Genes
code for proteins that attach to the genome at
the appropriate positions and switch on a
series of reactions called gene expression.

5.  What are Genome ,DNA,RNA ,in this activity
learners are required to define and compare
this terms according to their understanding
and compare to the one in the notes

6. Name:________________________________________Due Date________
Genetics Project - Design a Species
Objective: Genetics follows certain rules, as illustrated by punnet squares, principles of dominance and recessiveness, and rules
related to the location of alleles on the chromosomes.
You are going to design your own imaginary species, and create traits for the species that follow genetic rules that you have
already studied.
The creature should have at least 5 genetic traits from the following list. You are free to create whatever traits you like (such as
hair color, size, shape, or other features)
• 2 Single-allele traits
• 1 Codominant trait
• 1 Multiple allele trait
• 1 Sex linked trait
Your final project should have the following elements:
1. Describe or sketch each of the traits from the list, listing genotypes and phenotypes for each.
2. Sketch two examples of your creature – one male and one female. The two examples must have different genotypes. Each
sketch should have the genotype listed for all traits.
3. Pick one of your single allele traits and create a sample pedigree for your creature. The pedigree should include at least 4
generations.
4. Show a dihybrid cross using your 2 single allele traits—ex: AaBb x AaBb). List the phenotypic ratios.
5. Create 5 practice problems, using any of the traits. These should be word problems. Do not just write Aa x Aa.

7. Allele
Length of DNA on a chromosome normally encoding for a polypeptide
Gene
The genetic composition of an organism
Genotype
Condition in which the alleles of a particular gene are different
Heterozygous
A group of genetically identical organisms formed from a single parent as a result of asexual reproduction or artificial means
Clone
The number of times an allele occurs within the gene pool
Allele Frequency
A term applied to cells in which the nucleus contains two sets of chromosomes
Diploid (2n)
Total number of alleles in a particular population at a specific time
Gene pool
Condition in which the alleles of a particular gene are identical
Homozygous
Term used to describe a gene that has more than two possible alleles
Multiple Alleles
A term applied to an allele that is always expressed in the phenotype of an organism
Dominant Allele
The characteristics of an organism, often visible, resulting from both its genotype and the effects of its environment
Phenotype
A homozygous organism with two dominant alleles
Homozygous Dominant
A change to a phenotype not inherited by future generations
Modification
The abbreviation for deoxyribose nucleic acid
DNA
Reproductive (sex) cell that fuses with another of the same type of cell during fertilisation
Gamete
A homozygous organism with two recessive alleles
Homozygous Recessive
The condition in which the effect of an allele is apparent in the phenotype of a diploid organism only in the presence of another identical allele
Recessive Allele
A change in the sequence of bases in DNA
Mutation
Term referring to cells that contain only a single copy of each chromosome
Haploid
Condition in which both alleles for one gene in a heterozygous organism contribute to the phenotype
Co-dominance
One form of a gene

8.  Genetic crosses.
 For each cross below:
 • Work out the chances of having a child with blue eyes
 • Work out the chances of having a child with brown eyes
 • Explain how you know. Use the terms heterozygous/homozygous in your answer.
 Cross 1 Father Mother
 Phenotype blue eyes blue eyes
 Genotype bb bb
 Cross 2 Father Mother
 Phenotype brown eyes brown eyes
 Genotype BB BB
 Cross 3 Father Mother
 Phenotype brown eyes brown eyes
 Genotype Bb BB
 Cross 4 Father Mother
 Phenotype brown eyes brown eyes
 Genotype Bb Bb
 Cross 5 Father Mother
 Phenotype blue eyes brown eyes
 Genotype bb Bb
 Cross 6 Father Mother
 Phenotype blue eyes brown eyes
 Genotype bb BB

9.  Name: _______________________________________
 Q1. This is the Campbell family. The parents both have
black hair (Bb). Some of their children have red hair (bb) but
most have black hair (Bb/BB)
 .

 Explain how variation has occurred, referring to the genes for hair
colour. How do the Campbells come to have children with a
selection of hair colours.
 Q2. How could genes lead to variation within a species?
> Q3. What would happen if we were all clones of our mother and
father rather than a genetic combination of an egg and a sperm cell?

11.  , Ill-defined ,learner where asked to define
,genome ,RNA, and DNA in their own words and
relate to the notes given in class.
 complex, sustained tasks.leaner to be in their
group of five to help each ather with the project
designed to them
 Multiple perspective, learner to much the colmn
 Real world relevence ,learner to do this exaple to
see if they can compare it to the real world by
doing this example provided to them
 Authentic assessed , learner where tested on
writing a pannet squere to test if they can tell how
many in the family do they have black hair