Mendelian Traits Activity
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The document provides a chart for students to determine their phenotypes and possible genotypes for various human Mendelian traits such as tongue rolling, freckles, widow's peak, and earlobe type. Students are asked to complete Punnett squares using their own genotypes and another person's for traits like freckles, tongue rolling, dimples, and widow's peak to identify possible offspring phenotypes and their probabilities. The document examines inheritance of common human traits through Mendelian genetics.
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Punnett Square Worksheet
This document provides instructions and examples for completing Punnett square worksheets involving monohybrid crosses. Students are asked to draw Punnett squares, list the genotype and phenotype ratios, and describe the offspring for various cross examples, including: 1) A green pea plant crossed with a yellow pea plant, 2) A tall plant crossed with a tall plant, and 3) A tall plant crossed with a short plant. Additional problems involve crosses between mice, rabbits, and plants where dominant and recessive traits are identified.
Inherited? Yes or No
The document is a biology worksheet from Mrs. Polson's class asking students to circle whether 14 different traits are acquired or inherited. The traits include physical attributes like height, eye color, and skin color; skills like using a computer, driving a car, reading, playing guitar, and hitting a baseball; and characteristics like blood type, nose shape, speaking French, pierced ears, and freckles. Students are to circle for each trait whether it is acquired through learning/experience or inherited genetically from one's parents.
Genetics Practice Problems
This document contains genetics practice problems involving monohybrid and dihybrid crosses. It begins by asking the reader to identify genotypes as heterozygous or homozygous. It then asks the reader to determine possible phenotypes for several genotypes. It provides Punnett squares and asks the reader to determine genotypic and phenotypic ratios for given crosses involving traits such as seed shape, plant height, and eye color.
© 2012 Laureate Education, Inc. Inheritance Lab Back.docx
© 2012 Laureate Education, Inc.
Inheritance Lab Background
Background on Mendelian Genetics
When traits are the result of a single gene with a few distinct alleles, you may use the logic of
Mendelian genetics to predict the genotypes of offspring. To apply Mendelian genetics, you must
understand the following terms: genotype, phenotype, dominant allele, recessive allele,
heterozygous, homozygous, and Punnett square.
Here is an example of a Punnett square. In this example, we will assume that having freckles is a
simple single allele example of Mendelian genetics and that the dominant allele is freckles (F)
and the recessive allele is no freckles (f). A heterozygous parent with a genotype of Ff mates with
a homozygous parent who has an ff genotype. This is an example:
f f
F Ff Ff
f ff ff
Based on what you know about Mendelian genetics, what percentage of the offspring in the
Punnett square above will display freckles?
You may also use Mendelian genetics to infer possible genotypes of parents based on the
phenotype of a child. For example, if a child displays freckles, what are his or her possible
genotypes? (Hint: There are two possible genotypes.) Based on this answer, what genotypes
might the parents have? (Hint: There are more than two possible genotypes for the parents.)
Continuing with the above example, imagine that you do not know your birth parents and have no
siblings, but that you do have freckles. Thus, your phenotype is F, but what is your genotype?
Both an FF and an Ff individual would display freckles, so your genotype could be either of these.
Using Mendelian genetics, you can infer the different possible pairings of parental phenotypes
that would lead to your genotypes. For instance, let’s examine the case in which you are a
heterozygote for freckles and consider what possible parental crosses could have resulted in the
Ff genotype.
Any of the following parental crosses are possible:
FF x Ff
FF x ff
Ff x Ff
Does this make sense? If not, run a Punnett square on each cross. (See pages 157–158 in your
course text for how to use a Punnett square. You may also practice using a Punnett square by
referring to the Punnett square calculator listed in the Optional Resources section.) You can also
predict which of the above crosses would be most likely by considering which of these pairings is
most likely to give an Ff offspring (e.g., 25%, 50%, or 100% probability).
You will use this logic by identifying several particular phenotypes and then infer your parents’
possible genotypes.
© 2012 Laureate Education, Inc.
BACKGROUND ON PHENOTYPES
For this lab, you will identify your phenotype for a variety of physical characteristics, and infer
your possible genotypes based on the phenotype. Then you will infer possible genotypes for each
of your parents.
Save the Inheritance Lab Report document to your computer so you may complete an
electronic vers.
Lesson-3---Monohybrid-Crosses.ppt
The document discusses genetic inheritance and phenotypes. It explains that physical traits can be determined by alleles, which are the different forms of a gene. Dominant alleles will always be expressed if present, while recessive alleles only express themselves if two copies are present. It provides examples of inherited traits like earlobe attachment, tongue rolling, and eye color. It demonstrates how genetic crosses and Punnett squares can be used to predict the potential genotypes and phenotypes of offspring.
Human body cells contain 46 chromosomes- The first 22 pairs are called.pdf
Human body cells contain 46 chromosomes. The first 22 pairs are called autosomes, and they
contain numerous genes that affect the traits of the individual. The last pair, number 23, are the
sex chromosomes. The sex chromosomes determine gender (i.e., either male or female), but there
are other genes on this pair of chromosomes as well. Males sex chromosomes are XY, while
female sex chromosomes are XX . The gametes in a human (either egg cells or sperm cells)
contain only 23 chromosomes. Fertilization, the fusion of an egg and a sperm, restores the total
of 46 chromosomes in a human zygote. Non-gamete cells are called somatic cells, and they have
all 46 chromosomes in them. 1. Your sex chromosomes: XX Just as in Mendel's pea plant
experiments, genes in humans can be dominant or recessive, and the results of "crosses" can be
predicted using Punnett squares. A phenotype is the physical expression of a gene (made up of a
pair of alleles). The genotype is the actual genetic makeup of the allele pair. An individual
having two identical alleles for a gene is said to be homozygous. There can be homozygous
dominant or homozygous recessive combinations. Dominant traits are represented by capital
letters; recessive by lower case letters. An individual having non-identical alleles for a gene is
said to be heterozygous. Note that the phenotype of a heterozygous individual is determined by
the dominant gene. Dominant alleles tend to cover up the presence of any recessive alleles. In a
case of alleles that show simple dominance / recessiveness, it is not possible to know if an
individual who possesses a dominant trait has the homozygous dominant or the hatarnzunniic
nanntune haced an nhanntuns tha onlv nne wo knnwe for rertain is the Accessibility: Investigate
Example: What phenotypes and genotypes could one expect from a cross between two pea
plants, one true-breeding for yellow seeds and the other true-breeding for green seeds? Yellow
seeds are dominant to green. Complete the Punnett square below. Y The true-breeding The true-
breeding green seed plant yellow seed plant can only contribute can only contribute a recessive
allele. a dominant allele. Many human traits are controlled by a single pair of alleles and through
simple dominant and recessive rules. Example: Tongue rolling - If you can roll your tongue
lengthwise, you have the trait controlled by the dominant allele. Let " R " represent the dominant
allele in your genotype and r represent the recessive allele. If you have the dominant phenotype,
how do you know if you are homozygous dominant or heterozygous. That depends upon
knowing if one of your parents couldn't roll their tongue. For example, my Dad cannot roll his
tongue but I can. So, my genotype is Rr for this trait. If you do know know about your parents,
then you have to put both possible genotypes for yourself, i.e. RR or Rr . 2. What is your
phenotype (roller or non-roller)? 3. What is your genotype? A. If you and your parents can both
ro.
Dragon Genetics Hands on LabIntroductionThere are many patterns o.docx
Dragon Genetics Hands on LabIntroduction:
There are many patterns of inheritance. This lab will explore Mendelian traits where alleles are dominant or recessive. You will also have to understand genes that express incomplete dominance, codominance and are sex-linked. We will utilize this lab to explore those terms and to use our knowledge of gene combinations to create an organism.
Utilize this link to learn more about Mendelian traits, incomplete dominance and codominance.(Opens in new window) This link helps you to learn more about sex-linked genes. (Opens in new window)Part 1 Procedure: Checking for Understanding (Worth up to 15pts)
A. For each genotype, tell me if it’s homozygous or heterozygous. If it is homozygous also tell me if it is dominant or recessive.
1. BB
2. jj
3. Pp
4. RR
5. ff
B. Dimples (D) is dominant to (d) no dimples. Brown Eyes (B) are dominant to (b) blue eyes. For each genotype indicate the phenotype.
1. Dd
2. DD
3. dd
4. BB
5. bb
6. Bb
C. For each phenotype list the genotype(s). Trait: Red flower (R); White flower (r)
1. Red flower (homozygous)
2. Red flower (heterozygous)
3. White flowerPart 2: Creating the Parents (Worth up to 48 pts)
1. Flip a coin to determine the genotype for each trait and record it in the data table.
a. Heads= allele 1, Tails = allele 2 ( Example: if you flipped heads twice, your dragon will have two copies of allele 1 for her genotype)
2. Determine the phenotype resulting from the allele pair for each trait.
3. Repeat steps 1-2 for each trait and complete the Mama Dragon’s Table 1.
a. Pay attention to the notes under the trait; it means it does not fully follow Mendelian rules.
Example:
For the trait Eye Size. I flipped my coin 2 times. Flip 1= heads (E); Flip 2= heads (E). So I would put EE in the Genotype box and Two Small Eyes in the Phenotype box for that trait.
Table 1: Genotypes and Phenotypes for Mama Dragon
Trait
Allele 1
Allele 2
Genotype
Phenotype
Eye Size & Number
Two Small (E)
One large (e)
Eye Color
(incomplete Dom)
Red (R)
White (r)
Tail Shape
Curly (T)
Straight (t)
Tail Color
Purple (P)
Orange (p)
Teeth
Sharp (S)
Round (s)
Feet
Four toes (F)
Two toes (f)
Horn Color
(Codominant)
Purple (P)
White (W)
Ear Shape
Pointy (Y)
Round (y)
Claws
Long (L)
Short (l)
Skin Color
(Codominant)
Blue (B)
Yellow (Y)
Mane Texture
(incomplete Dom)
Curly (M)
Straight (m)
Dragon Hemophilia
(Sex- Linked)
Hemophilia (XH)
Normal Clotting (Xh)
Table 2: Genotype and Phenotypes for Daddy Dragon
Trait
Allele 1
Allele 2
Genotype
Phenotype
Eye Size & Number
Two Small (E)
One large (e)
Eye Color
(incomplete Dom)
Red (R)
White (r)
Tail Shape
Curly (T)
Straight (t)
Tail Color
Purple (P)
Orange (p)
Teeth
Sharp (S)
Round (s)
Feet
Four toes (F)
Two toes (f)
Horn Color
(Codominant)
Purple (P)
White (W)
Ear Shape
Pointy (Y)
Round (y)
Claws
Long (L)
Short (l)
Skin Color
(Codominant)
Blue (B)
Yellow (Y)
Mane Texture
(incomplete Dom)
Curly (M)
Straigh ...
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Punnett Square Worksheet
This document provides instructions and examples for completing Punnett square worksheets involving monohybrid crosses. Students are asked to draw Punnett squares, list the genotype and phenotype ratios, and describe the offspring for various cross examples, including: 1) A green pea plant crossed with a yellow pea plant, 2) A tall plant crossed with a tall plant, and 3) A tall plant crossed with a short plant. Additional problems involve crosses between mice, rabbits, and plants where dominant and recessive traits are identified.
Inherited? Yes or No
The document is a biology worksheet from Mrs. Polson's class asking students to circle whether 14 different traits are acquired or inherited. The traits include physical attributes like height, eye color, and skin color; skills like using a computer, driving a car, reading, playing guitar, and hitting a baseball; and characteristics like blood type, nose shape, speaking French, pierced ears, and freckles. Students are to circle for each trait whether it is acquired through learning/experience or inherited genetically from one's parents.
Genetics Practice Problems
This document contains genetics practice problems involving monohybrid and dihybrid crosses. It begins by asking the reader to identify genotypes as heterozygous or homozygous. It then asks the reader to determine possible phenotypes for several genotypes. It provides Punnett squares and asks the reader to determine genotypic and phenotypic ratios for given crosses involving traits such as seed shape, plant height, and eye color.
© 2012 Laureate Education, Inc. Inheritance Lab Back.docx
© 2012 Laureate Education, Inc.
Inheritance Lab Background
Background on Mendelian Genetics
When traits are the result of a single gene with a few distinct alleles, you may use the logic of
Mendelian genetics to predict the genotypes of offspring. To apply Mendelian genetics, you must
understand the following terms: genotype, phenotype, dominant allele, recessive allele,
heterozygous, homozygous, and Punnett square.
Here is an example of a Punnett square. In this example, we will assume that having freckles is a
simple single allele example of Mendelian genetics and that the dominant allele is freckles (F)
and the recessive allele is no freckles (f). A heterozygous parent with a genotype of Ff mates with
a homozygous parent who has an ff genotype. This is an example:
f f
F Ff Ff
f ff ff
Based on what you know about Mendelian genetics, what percentage of the offspring in the
Punnett square above will display freckles?
You may also use Mendelian genetics to infer possible genotypes of parents based on the
phenotype of a child. For example, if a child displays freckles, what are his or her possible
genotypes? (Hint: There are two possible genotypes.) Based on this answer, what genotypes
might the parents have? (Hint: There are more than two possible genotypes for the parents.)
Continuing with the above example, imagine that you do not know your birth parents and have no
siblings, but that you do have freckles. Thus, your phenotype is F, but what is your genotype?
Both an FF and an Ff individual would display freckles, so your genotype could be either of these.
Using Mendelian genetics, you can infer the different possible pairings of parental phenotypes
that would lead to your genotypes. For instance, let’s examine the case in which you are a
heterozygote for freckles and consider what possible parental crosses could have resulted in the
Ff genotype.
Any of the following parental crosses are possible:
FF x Ff
FF x ff
Ff x Ff
Does this make sense? If not, run a Punnett square on each cross. (See pages 157–158 in your
course text for how to use a Punnett square. You may also practice using a Punnett square by
referring to the Punnett square calculator listed in the Optional Resources section.) You can also
predict which of the above crosses would be most likely by considering which of these pairings is
most likely to give an Ff offspring (e.g., 25%, 50%, or 100% probability).
You will use this logic by identifying several particular phenotypes and then infer your parents’
possible genotypes.
© 2012 Laureate Education, Inc.
BACKGROUND ON PHENOTYPES
For this lab, you will identify your phenotype for a variety of physical characteristics, and infer
your possible genotypes based on the phenotype. Then you will infer possible genotypes for each
of your parents.
Save the Inheritance Lab Report document to your computer so you may complete an
electronic vers.
Lesson-3---Monohybrid-Crosses.ppt
The document discusses genetic inheritance and phenotypes. It explains that physical traits can be determined by alleles, which are the different forms of a gene. Dominant alleles will always be expressed if present, while recessive alleles only express themselves if two copies are present. It provides examples of inherited traits like earlobe attachment, tongue rolling, and eye color. It demonstrates how genetic crosses and Punnett squares can be used to predict the potential genotypes and phenotypes of offspring.
Human body cells contain 46 chromosomes- The first 22 pairs are called.pdf
Human body cells contain 46 chromosomes. The first 22 pairs are called autosomes, and they
contain numerous genes that affect the traits of the individual. The last pair, number 23, are the
sex chromosomes. The sex chromosomes determine gender (i.e., either male or female), but there
are other genes on this pair of chromosomes as well. Males sex chromosomes are XY, while
female sex chromosomes are XX . The gametes in a human (either egg cells or sperm cells)
contain only 23 chromosomes. Fertilization, the fusion of an egg and a sperm, restores the total
of 46 chromosomes in a human zygote. Non-gamete cells are called somatic cells, and they have
all 46 chromosomes in them. 1. Your sex chromosomes: XX Just as in Mendel's pea plant
experiments, genes in humans can be dominant or recessive, and the results of "crosses" can be
predicted using Punnett squares. A phenotype is the physical expression of a gene (made up of a
pair of alleles). The genotype is the actual genetic makeup of the allele pair. An individual
having two identical alleles for a gene is said to be homozygous. There can be homozygous
dominant or homozygous recessive combinations. Dominant traits are represented by capital
letters; recessive by lower case letters. An individual having non-identical alleles for a gene is
said to be heterozygous. Note that the phenotype of a heterozygous individual is determined by
the dominant gene. Dominant alleles tend to cover up the presence of any recessive alleles. In a
case of alleles that show simple dominance / recessiveness, it is not possible to know if an
individual who possesses a dominant trait has the homozygous dominant or the hatarnzunniic
nanntune haced an nhanntuns tha onlv nne wo knnwe for rertain is the Accessibility: Investigate
Example: What phenotypes and genotypes could one expect from a cross between two pea
plants, one true-breeding for yellow seeds and the other true-breeding for green seeds? Yellow
seeds are dominant to green. Complete the Punnett square below. Y The true-breeding The true-
breeding green seed plant yellow seed plant can only contribute can only contribute a recessive
allele. a dominant allele. Many human traits are controlled by a single pair of alleles and through
simple dominant and recessive rules. Example: Tongue rolling - If you can roll your tongue
lengthwise, you have the trait controlled by the dominant allele. Let " R " represent the dominant
allele in your genotype and r represent the recessive allele. If you have the dominant phenotype,
how do you know if you are homozygous dominant or heterozygous. That depends upon
knowing if one of your parents couldn't roll their tongue. For example, my Dad cannot roll his
tongue but I can. So, my genotype is Rr for this trait. If you do know know about your parents,
then you have to put both possible genotypes for yourself, i.e. RR or Rr . 2. What is your
phenotype (roller or non-roller)? 3. What is your genotype? A. If you and your parents can both
ro.
Dragon Genetics Hands on LabIntroductionThere are many patterns o.docx
Dragon Genetics Hands on LabIntroduction:
There are many patterns of inheritance. This lab will explore Mendelian traits where alleles are dominant or recessive. You will also have to understand genes that express incomplete dominance, codominance and are sex-linked. We will utilize this lab to explore those terms and to use our knowledge of gene combinations to create an organism.
Utilize this link to learn more about Mendelian traits, incomplete dominance and codominance.(Opens in new window) This link helps you to learn more about sex-linked genes. (Opens in new window)Part 1 Procedure: Checking for Understanding (Worth up to 15pts)
A. For each genotype, tell me if it’s homozygous or heterozygous. If it is homozygous also tell me if it is dominant or recessive.
1. BB
2. jj
3. Pp
4. RR
5. ff
B. Dimples (D) is dominant to (d) no dimples. Brown Eyes (B) are dominant to (b) blue eyes. For each genotype indicate the phenotype.
1. Dd
2. DD
3. dd
4. BB
5. bb
6. Bb
C. For each phenotype list the genotype(s). Trait: Red flower (R); White flower (r)
1. Red flower (homozygous)
2. Red flower (heterozygous)
3. White flowerPart 2: Creating the Parents (Worth up to 48 pts)
1. Flip a coin to determine the genotype for each trait and record it in the data table.
a. Heads= allele 1, Tails = allele 2 ( Example: if you flipped heads twice, your dragon will have two copies of allele 1 for her genotype)
2. Determine the phenotype resulting from the allele pair for each trait.
3. Repeat steps 1-2 for each trait and complete the Mama Dragon’s Table 1.
a. Pay attention to the notes under the trait; it means it does not fully follow Mendelian rules.
Example:
For the trait Eye Size. I flipped my coin 2 times. Flip 1= heads (E); Flip 2= heads (E). So I would put EE in the Genotype box and Two Small Eyes in the Phenotype box for that trait.
Table 1: Genotypes and Phenotypes for Mama Dragon
Trait
Allele 1
Allele 2
Genotype
Phenotype
Eye Size & Number
Two Small (E)
One large (e)
Eye Color
(incomplete Dom)
Red (R)
White (r)
Tail Shape
Curly (T)
Straight (t)
Tail Color
Purple (P)
Orange (p)
Teeth
Sharp (S)
Round (s)
Feet
Four toes (F)
Two toes (f)
Horn Color
(Codominant)
Purple (P)
White (W)
Ear Shape
Pointy (Y)
Round (y)
Claws
Long (L)
Short (l)
Skin Color
(Codominant)
Blue (B)
Yellow (Y)
Mane Texture
(incomplete Dom)
Curly (M)
Straight (m)
Dragon Hemophilia
(Sex- Linked)
Hemophilia (XH)
Normal Clotting (Xh)
Table 2: Genotype and Phenotypes for Daddy Dragon
Trait
Allele 1
Allele 2
Genotype
Phenotype
Eye Size & Number
Two Small (E)
One large (e)
Eye Color
(incomplete Dom)
Red (R)
White (r)
Tail Shape
Curly (T)
Straight (t)
Tail Color
Purple (P)
Orange (p)
Teeth
Sharp (S)
Round (s)
Feet
Four toes (F)
Two toes (f)
Horn Color
(Codominant)
Purple (P)
White (W)
Ear Shape
Pointy (Y)
Round (y)
Claws
Long (L)
Short (l)
Skin Color
(Codominant)
Blue (B)
Yellow (Y)
Mane Texture
(incomplete Dom)
Curly (M)
Straigh ...
ESL Genetics
The document outlines the objectives and activities for a genetics lesson. It will teach students about genetic traits, heredity, genes, alleles, genotypes and phenotypes. Students will learn how to determine the probability of inheriting traits using Punnett squares. They will practice identifying traits, discussing genetics concepts, and making Punnett squares as a class, with partners, and independently.
BIOL209 General Genetics LaboratoryMendelian Inheritance in Hum.docx
BIOL209: General Genetics Laboratory
Mendelian Inheritance in Humans
PRE-LAB ASSIGNMENT:
Students are expected to read all pages before coming to the lab to complete the experiments.
Print this entire lab packet and bring it to the laboratory.
Objectives:
After completing this laboratory assignment, students will be able to:
1. Observe some single-gene genetic traits in humans.
2. Solve problems involving Punnett squares and pedigrees
Modern genetics began with the work of Gregor Mendel and his study of pea plants. Mendel observed patterns in the number of each phenotype (physical appearance) of offspring from different parents. Mendel described genetic concepts that are used today to explain simple heredity (what traits are passed from one generation to the next) and variation (the differences between parents and their offspring). Through his experiments, Mendel determined that there can be multiple forms of the same gene. These alternate forms of genes, which are called alleles, code for slightly different expressions of a genetic trait. He recognized that some alleles exhibited dominant tendencies and others, recessive tendencies. When a dominant allele combined with a recessive allele, the dominant allele was expressed in the phenotype. Following the system that Mendel used in his experiments, a dominant allele is represented with a capital letter, and a recessive allele is represented with a lowercase letter.
For decades, teachers and professors have used a few classic human traits to demonstrate the concepts of simple autosomal inheritance. In this activity, you will observe the phenotypes of people in your class. You will apply your results, along with research findings, to predict whether each trait follows patterns of simple autosomal inheritance.
Mendelian Laws apply to the simple autosomal inheritance that Gregor Mendel studied, but these laws do not always apply to more-complex modes of genetic inheritance.
1. The Law of Segregation: Inherited traits are determined by genes, with two copies of each gene. Parental genes are randomly separated and segregated into each sex cell (gamete) with one copy of each gene per gamete. Offspring inherit one copy of each gene from each parent.
2. The Law of Independent Assortment: The inheritance of one trait is not dependent on the inheritance of another.
It turns out that some genes, and therefore some traits, are linked. Therefore, they are not assorted independently. Genes in close proximity to one another on the same chromosome are, in fact, more likely to be inherited together.
3. The Law of Dominance: If the inherited genes have multiple alleles, the dominant allele will determine the phenotype of the organism.
In fact, some alleles are codominant, meaning that multiple alleles contribute to the phenotype of the individual. Traits may have more than two alleles for the same gene. Furthermore, multiple genes may contribute to the phenotype of one trait.
Instructions
This lab i.
What Is Inheritance
The document discusses inheritance and genetics. It defines key terms like genotype, phenotype, homozygous, heterozygous, and dominant and recessive alleles. It explains that chromosomes contain DNA and are passed from parents to offspring, determining characteristics. Offspring get one set of chromosomes from each parent through fertilization, forming a zygote with a full set from the species. Genes located on chromosomes control inherited traits and can be dominant or recessive.
Pre-AP_Biology_Unit_04_-_Genetics_Practice_Set (1).pdf
This document provides genetics practice problems and examples related to monohybrid and dihybrid crosses, inheritance of sex-linked traits, blood typing, and other genetics concepts. It begins with practice problems identifying genotypes and predicting phenotypes based on genetic crosses. The document then provides step-by-step examples and explanations of monohybrid and dihybrid crosses, inheritance patterns such as incomplete dominance and codominance, sex-linked traits, and multiple alleles as seen in human blood typing. Students are to complete related practice problems and predict outcomes of genetic crosses based on provided genotypes.
Pre-AP_Biology_Unit_04_-_Genetics_Practice_Set.pdf
This document provides genetics practice problems and instructions for solving monohybrid and dihybrid cross problems. It includes examples of setting up Punnett squares and predicting offspring genotypes and phenotypes for crosses involving one or two gene traits. Students are asked to solve sample genetics problems involving traits such as pea pod shape, eye color in mice, and fur color/texture in guinea pigs. The document emphasizes following a five step process: determining parent genotypes, setting up a Punnett square, predicting offspring genotypes and phenotypes, and working backwards from given offspring data.
Inheritance Presentation (2012-2013)
The document discusses hereditary genetics and how traits are passed from parents to offspring through chromosomes, DNA, genes, and alleles. It explains that chromosomes contain DNA and genes which provide the code and instructions for building an organism. The document also covers Mendel's experiments with pea plants and how his findings helped establish the basic principles of heredity and genetics.
7. Genetics And Inheritance
The document discusses genetic inheritance, including dominant and recessive alleles, genotypes and phenotypes, homozygous and heterozygous organisms, monohybrid crosses through generations F1 and F2, codominance and polygenic inheritance. It provides examples of inheritance patterns and uses Punnett squares to determine expected ratios of offspring genotypes and phenotypes from genetic crosses.
Human traits inventory
This document discusses basic concepts of genetics including traits, alleles, genotype, phenotype, dominant/recessive, and homozygous/heterozygous. It provides examples of several human traits that can be analyzed using these concepts, including earlobes, dimples, hairlines, and more. The document prompts the reader to analyze their own traits and determine if they exhibit dominant or recessive versions. It also includes questions to test understanding of inheritance patterns and determining genotypes from phenotypes.
Genetics.pdf
This document defines key genetics terms and concepts including alleles, genotypes, phenotypes, dominant and recessive traits, Mendel's laws of inheritance, pedigree analysis, and dihybrid crosses. It provides examples of monohybrid and dihybrid crosses and explains Mendel's discovery that different traits assort independently during gamete formation. Sample problems are worked through applying these genetics principles. Activities at the end instruct the reader to construct a family pedigree and determine outcomes of various monohybrid and dihybrid crosses.
Biology 103 Laboratory Exercise – Genetic Problems .docx
Biology 103 Laboratory Exercise – Genetic Problems
Introduction
Although the science of genetics has become a highly sophisticated discipline dealing
with the interactions of hereditary factors at the molecular level, it has its roots in the
basic laws of heredity initially discovered and presented by Gregor Mendel more than
one hundred years ago. Mendel's success in discovering these laws was due largely to his
application of the simple rules of mathematical probability - the laws of chance - to his
observations concerning the inheritance of certain characteristics in the garden pea plant.
Reginald Punnett and the Punnett Square
The Punnett square is a diagram used by biologists to determine genotypic probability
within the offspring from a particular genetic cross. The Punnett square shows every
possible genotypic combination of maternal alleles with the paternal alleles for a genetic
cross. Punnett squares only give probabilities for genotypes, not phenotypes. The square
diagram was designed by the British geneticist, Reginald Punnett (1865-1967) and first
presented to the science community in 1905. Punnett’s Mendelism (1905) is considered
the first popular science book to introduce genetics to the public.
Solving Genetic Problems
R
R'
R
RR RR'
R'
RR' R'R'
Maternal alleles
A
A
a
Aa
Aa
Paternal
Alleles
a
Aa
Aa
The first step in solving a genetic problem is to establish the genetic symbols you will use
in your problem solution. Stay consistent by using these same symbols throughout the
problem solving process.
Represent dominant and recessive alleles (different forms of a gene) using traditional
genetic symbols. Dominant alleles should be represented with the capital version of an
alphabetic letter while using the lower case version to show recessiveness. For example:
B = black color, b = white color.
Each individual gene or trait is diploid (2n) in nature and therefore, must be represented
with two alleles. Continuing with the alleles mentioned previously, an individual may
have the genetic makeup BB, Bb, or bb when using those alleles.
Remember that gametes (sperm and egg) are haploid (n) and can only provide one allele
per trait. For example: B or b
An individual’s genotype contains the possible gametes that can be expected to be
produced by that individual. Much of genetics revolves around the probability of the
makeup of gametes. If the individual is homozygous, all of the gametes produced will
possess the same kind of allele. For example, an individual with the genotype BB would
be expected to produce only B gametes and individuals with genotype bb would produce
only b gametes.
If the individual is heterozygous, that is the individual’s genotype contains one dominant
allele and one recessive allele (Bb), the gametes produced will possess one or the other of
the two forms of the gene – B or b. ...
Genetics part 2
Gregor Mendel's work established the basic principles of genetics and inheritance:
- Genes are passed from parents to offspring through alleles that can be dominant or recessive
- During gamete formation, alleles segregate randomly and independently assort from each other
- By tracking alleles through generations, the probabilities of dominant or recessive traits can be determined
Objectives1. To learn the mechanics of human pedigree constr.docx
Objectives:
1. To learn the mechanics of human pedigree construction and analysis.
2. To become familiar with one trait in your family and its mode of inheritance.
Assignment
:
1.Each
student will make a drawing of a family pedigree. You need to trace the trait for 3 generation. This includes grandparents, their children (parents, aunts and uncles), and their children (daughters, sons, cousins). Label your diagram and identify the people affected by the trait. You do not need to look at your family. You can use somebody else’s family.
2.Draw a pedigree of your family for a simple, human trait. If your family exhibits a genetic disorder, and you feel comfortable dealing with it, that is also a good source for your analysis. Begin now and choose a trait and start checking with your parents, grandparents, and as many close relatives as you can show in your pedigree for that trait. Don't use a trait that everyone in your family has. Ideally, you'd want something that varies a bit throughout your family and is easy to spot and verify. You'll want to carry your pedigree back at least three generations. Use a computer graphics program or draw the pedigree
carefully
. Guess the genotype for each of your members of a pedigree.
3.Evaluate the genetics of the trait you chose. Is it a trait which is influenced by only one gene pair or is it polygenic. What kind of pattern of inheritance does it follow: dominant/recessive, co-dominant, or incomplete dominance? Is the trait strictly influenced by genetics or are there environmental factors as well?
How to construct a human pedigree:
Generations are numberered from the top of the pedigree in uppercase Roman numerals, I, II, III etc. Individuals in each generation are numbered from the left in arabic numerals as subscripts, III
1
, III
2
, III
3
etc.T
Modes of inheritance
.
Most human genes are inherited in a Mendelian manner. We are usually unaware of their existence unless a variant form is present in the population whichcauses an abnormal (or at least different) phenotype. We can follow the inheritance of the abnormal phenotype and deduce whether the variant allele is dominant or recessive.
Dominant Trait
.
A dominant condition is transmitted in unbroken descent from each generation to the next. A typical pedigree might look like this:
Examples of autosomal dominant conditions include
Tuberous sclerosis
,
neurofibromatosis
and many other cancer causing mutations such as
retinoblastoma
Autosomal Recessive
.
A recessive trait will only manifest itself when homozygous. If it is a severe condition it will be unlikely that homozygotes will live to reproduce and thus most occurrences of the condition will be in matings between two heterozygotes (or carriers). An autosomal recessive condition may be transmitted through a long line of carriers before, by ill chance two carriers mate. Then there will be a ¼ chance that any child will be affected. The pedigree will therefore often .
Genetics review sheet
This document provides a genetics review with 12 questions covering key topics in Mendelian and non-Mendelian genetics. It asks students to define important genetic terms like gene and allele. It also asks students to solve Punnett squares involving traits like tongue rolling, nose and ear size in trolls, and flower color in roses. The review covers non-Mendelian inheritance patterns like incomplete dominance and codominance. It also addresses sex-linked traits and asks students to solve genetics problems involving traits like colorblindness. Finally, it provides pedigree problems for students to analyze inheritance patterns.
2014 sbc174-evolution lectureswk5
This document provides an outline and content for a lecture on the genetic basis of evolution. The key points covered include:
- Genetic drift and natural selection both influence evolution but selection does not explain everything, as the "pan-selectionist" view suggests.
- Genetic drift, the random changes in allele frequencies between generations due to chance events, is an important evolutionary process that occurs in all populations. It accounts for genetic differences between individuals, populations, and species.
- Other topics that will be covered include defining terms like genes, loci, alleles, genotypes and phenotypes, and exploring the concepts of genetic drift and natural selection in more detail. The goal is to move beyond a "just-so"
7.genetics and inheritance
The document discusses genetics concepts like alleles, dominant and recessive traits, genotype and phenotype. It uses examples like pea plant height and mouse fur color to demonstrate inheritance patterns. Mendel's experiments with pea plants are cited to explain monohybrid crosses and how they were used to determine dominance relationships between alleles and predict offspring traits and genotypes.
Evolution lectures WK6
This document provides an overview of lectures for Week 6 on the genetic basis of evolution. The lectures will cover general introductions, defining key terms, genetic drift, and natural selection. Students are advised to read additional material on evolution. The lectures aim to move students away from overly simplistic "pan-selectionist" views and help them understand how genetic drift and natural selection both shape evolution. Genetic drift, the random changes in allele frequencies due to chance events in small populations, is a major factor in evolution and occurs in all populations.
Portfolio eulixabeth gomez 2007
Linguistics is the scientific study of human languages. It examines the properties of language through various subfields including morphology, syntax, phonetics, phonology, semantics, and pragmatics. Linguists explore both commonalities across languages as well as differences between individual languages and language groups. Linguistics is closely related to fields like anthropology, psychology, sociology, and education. It aims to improve understanding of language use and language learning through scientific inquiry.
A) Variation
An alien visiting Earth for the first time would see many differences between humans. While all members of a species are similar, there is also variation between individuals in features like height, number of petals on a flower, or heart rate. Variation can be either discontinuous, where traits fall into distinct groups, or continuous, where traits show a range of differences. Examples of discontinuous human variations include blood type and ability to roll one's tongue, while continuous variations include height and heart rate.
A) Variation
An alien visiting Earth for the first time would see many differences between humans. While all members of a species are similar, there are two types of variation between individuals - discontinuous and continuous. Discontinuous variation results in distinct characteristics like blood type, while continuous variation shows a range of differences like height. The type of variation determines how the data can be represented graphically.
Vocabulary - Plasma Membrane
The document is a vocabulary worksheet about plasma membrane terms for a biology class. It contains 10 terms related to cellular transport and solutions, including active transport, endocytosis, exocytosis, facilitated diffusion, homeostasis, hydrophobic, hydrophilic, hypertonic, hypotonic, isotonic, passive transport, plasma membrane, and simple diffusion. Students are asked to match each term with its proper definition from options in a word bank.
Inheritance
The document is a worksheet about inheritance and genetics. It contains multiple choice and short answer questions about key genetics concepts like dominant and recessive traits, inherited vs acquired traits, Gregor Mendel's experiments with pea plants, genetics as a field of biology, heredity, and definitions of terms like homozygous, heterozygous, and allele. The questions assess a student's understanding of fundamental principles of heredity and genetics.
More Related Content
Similar to Mendelian Traits Activity
ESL Genetics
The document outlines the objectives and activities for a genetics lesson. It will teach students about genetic traits, heredity, genes, alleles, genotypes and phenotypes. Students will learn how to determine the probability of inheriting traits using Punnett squares. They will practice identifying traits, discussing genetics concepts, and making Punnett squares as a class, with partners, and independently.
BIOL209 General Genetics LaboratoryMendelian Inheritance in Hum.docx
BIOL209: General Genetics Laboratory
Mendelian Inheritance in Humans
PRE-LAB ASSIGNMENT:
Students are expected to read all pages before coming to the lab to complete the experiments.
Print this entire lab packet and bring it to the laboratory.
Objectives:
After completing this laboratory assignment, students will be able to:
1. Observe some single-gene genetic traits in humans.
2. Solve problems involving Punnett squares and pedigrees
Modern genetics began with the work of Gregor Mendel and his study of pea plants. Mendel observed patterns in the number of each phenotype (physical appearance) of offspring from different parents. Mendel described genetic concepts that are used today to explain simple heredity (what traits are passed from one generation to the next) and variation (the differences between parents and their offspring). Through his experiments, Mendel determined that there can be multiple forms of the same gene. These alternate forms of genes, which are called alleles, code for slightly different expressions of a genetic trait. He recognized that some alleles exhibited dominant tendencies and others, recessive tendencies. When a dominant allele combined with a recessive allele, the dominant allele was expressed in the phenotype. Following the system that Mendel used in his experiments, a dominant allele is represented with a capital letter, and a recessive allele is represented with a lowercase letter.
For decades, teachers and professors have used a few classic human traits to demonstrate the concepts of simple autosomal inheritance. In this activity, you will observe the phenotypes of people in your class. You will apply your results, along with research findings, to predict whether each trait follows patterns of simple autosomal inheritance.
Mendelian Laws apply to the simple autosomal inheritance that Gregor Mendel studied, but these laws do not always apply to more-complex modes of genetic inheritance.
1. The Law of Segregation: Inherited traits are determined by genes, with two copies of each gene. Parental genes are randomly separated and segregated into each sex cell (gamete) with one copy of each gene per gamete. Offspring inherit one copy of each gene from each parent.
2. The Law of Independent Assortment: The inheritance of one trait is not dependent on the inheritance of another.
It turns out that some genes, and therefore some traits, are linked. Therefore, they are not assorted independently. Genes in close proximity to one another on the same chromosome are, in fact, more likely to be inherited together.
3. The Law of Dominance: If the inherited genes have multiple alleles, the dominant allele will determine the phenotype of the organism.
In fact, some alleles are codominant, meaning that multiple alleles contribute to the phenotype of the individual. Traits may have more than two alleles for the same gene. Furthermore, multiple genes may contribute to the phenotype of one trait.
Instructions
This lab i.
What Is Inheritance
The document discusses inheritance and genetics. It defines key terms like genotype, phenotype, homozygous, heterozygous, and dominant and recessive alleles. It explains that chromosomes contain DNA and are passed from parents to offspring, determining characteristics. Offspring get one set of chromosomes from each parent through fertilization, forming a zygote with a full set from the species. Genes located on chromosomes control inherited traits and can be dominant or recessive.
Pre-AP_Biology_Unit_04_-_Genetics_Practice_Set (1).pdf
This document provides genetics practice problems and examples related to monohybrid and dihybrid crosses, inheritance of sex-linked traits, blood typing, and other genetics concepts. It begins with practice problems identifying genotypes and predicting phenotypes based on genetic crosses. The document then provides step-by-step examples and explanations of monohybrid and dihybrid crosses, inheritance patterns such as incomplete dominance and codominance, sex-linked traits, and multiple alleles as seen in human blood typing. Students are to complete related practice problems and predict outcomes of genetic crosses based on provided genotypes.
Pre-AP_Biology_Unit_04_-_Genetics_Practice_Set.pdf
This document provides genetics practice problems and instructions for solving monohybrid and dihybrid cross problems. It includes examples of setting up Punnett squares and predicting offspring genotypes and phenotypes for crosses involving one or two gene traits. Students are asked to solve sample genetics problems involving traits such as pea pod shape, eye color in mice, and fur color/texture in guinea pigs. The document emphasizes following a five step process: determining parent genotypes, setting up a Punnett square, predicting offspring genotypes and phenotypes, and working backwards from given offspring data.
Inheritance Presentation (2012-2013)
The document discusses hereditary genetics and how traits are passed from parents to offspring through chromosomes, DNA, genes, and alleles. It explains that chromosomes contain DNA and genes which provide the code and instructions for building an organism. The document also covers Mendel's experiments with pea plants and how his findings helped establish the basic principles of heredity and genetics.
7. Genetics And Inheritance
The document discusses genetic inheritance, including dominant and recessive alleles, genotypes and phenotypes, homozygous and heterozygous organisms, monohybrid crosses through generations F1 and F2, codominance and polygenic inheritance. It provides examples of inheritance patterns and uses Punnett squares to determine expected ratios of offspring genotypes and phenotypes from genetic crosses.
Human traits inventory
This document discusses basic concepts of genetics including traits, alleles, genotype, phenotype, dominant/recessive, and homozygous/heterozygous. It provides examples of several human traits that can be analyzed using these concepts, including earlobes, dimples, hairlines, and more. The document prompts the reader to analyze their own traits and determine if they exhibit dominant or recessive versions. It also includes questions to test understanding of inheritance patterns and determining genotypes from phenotypes.
Genetics.pdf
This document defines key genetics terms and concepts including alleles, genotypes, phenotypes, dominant and recessive traits, Mendel's laws of inheritance, pedigree analysis, and dihybrid crosses. It provides examples of monohybrid and dihybrid crosses and explains Mendel's discovery that different traits assort independently during gamete formation. Sample problems are worked through applying these genetics principles. Activities at the end instruct the reader to construct a family pedigree and determine outcomes of various monohybrid and dihybrid crosses.
Biology 103 Laboratory Exercise – Genetic Problems .docx
Biology 103 Laboratory Exercise – Genetic Problems
Introduction
Although the science of genetics has become a highly sophisticated discipline dealing
with the interactions of hereditary factors at the molecular level, it has its roots in the
basic laws of heredity initially discovered and presented by Gregor Mendel more than
one hundred years ago. Mendel's success in discovering these laws was due largely to his
application of the simple rules of mathematical probability - the laws of chance - to his
observations concerning the inheritance of certain characteristics in the garden pea plant.
Reginald Punnett and the Punnett Square
The Punnett square is a diagram used by biologists to determine genotypic probability
within the offspring from a particular genetic cross. The Punnett square shows every
possible genotypic combination of maternal alleles with the paternal alleles for a genetic
cross. Punnett squares only give probabilities for genotypes, not phenotypes. The square
diagram was designed by the British geneticist, Reginald Punnett (1865-1967) and first
presented to the science community in 1905. Punnett’s Mendelism (1905) is considered
the first popular science book to introduce genetics to the public.
Solving Genetic Problems
R
R'
R
RR RR'
R'
RR' R'R'
Maternal alleles
A
A
a
Aa
Aa
Paternal
Alleles
a
Aa
Aa
The first step in solving a genetic problem is to establish the genetic symbols you will use
in your problem solution. Stay consistent by using these same symbols throughout the
problem solving process.
Represent dominant and recessive alleles (different forms of a gene) using traditional
genetic symbols. Dominant alleles should be represented with the capital version of an
alphabetic letter while using the lower case version to show recessiveness. For example:
B = black color, b = white color.
Each individual gene or trait is diploid (2n) in nature and therefore, must be represented
with two alleles. Continuing with the alleles mentioned previously, an individual may
have the genetic makeup BB, Bb, or bb when using those alleles.
Remember that gametes (sperm and egg) are haploid (n) and can only provide one allele
per trait. For example: B or b
An individual’s genotype contains the possible gametes that can be expected to be
produced by that individual. Much of genetics revolves around the probability of the
makeup of gametes. If the individual is homozygous, all of the gametes produced will
possess the same kind of allele. For example, an individual with the genotype BB would
be expected to produce only B gametes and individuals with genotype bb would produce
only b gametes.
If the individual is heterozygous, that is the individual’s genotype contains one dominant
allele and one recessive allele (Bb), the gametes produced will possess one or the other of
the two forms of the gene – B or b. ...
Genetics part 2
Gregor Mendel's work established the basic principles of genetics and inheritance:
- Genes are passed from parents to offspring through alleles that can be dominant or recessive
- During gamete formation, alleles segregate randomly and independently assort from each other
- By tracking alleles through generations, the probabilities of dominant or recessive traits can be determined
Objectives1. To learn the mechanics of human pedigree constr.docx
Objectives:
1. To learn the mechanics of human pedigree construction and analysis.
2. To become familiar with one trait in your family and its mode of inheritance.
Assignment
:
1.Each
student will make a drawing of a family pedigree. You need to trace the trait for 3 generation. This includes grandparents, their children (parents, aunts and uncles), and their children (daughters, sons, cousins). Label your diagram and identify the people affected by the trait. You do not need to look at your family. You can use somebody else’s family.
2.Draw a pedigree of your family for a simple, human trait. If your family exhibits a genetic disorder, and you feel comfortable dealing with it, that is also a good source for your analysis. Begin now and choose a trait and start checking with your parents, grandparents, and as many close relatives as you can show in your pedigree for that trait. Don't use a trait that everyone in your family has. Ideally, you'd want something that varies a bit throughout your family and is easy to spot and verify. You'll want to carry your pedigree back at least three generations. Use a computer graphics program or draw the pedigree
carefully
. Guess the genotype for each of your members of a pedigree.
3.Evaluate the genetics of the trait you chose. Is it a trait which is influenced by only one gene pair or is it polygenic. What kind of pattern of inheritance does it follow: dominant/recessive, co-dominant, or incomplete dominance? Is the trait strictly influenced by genetics or are there environmental factors as well?
How to construct a human pedigree:
Generations are numberered from the top of the pedigree in uppercase Roman numerals, I, II, III etc. Individuals in each generation are numbered from the left in arabic numerals as subscripts, III
1
, III
2
, III
3
etc.T
Modes of inheritance
.
Most human genes are inherited in a Mendelian manner. We are usually unaware of their existence unless a variant form is present in the population whichcauses an abnormal (or at least different) phenotype. We can follow the inheritance of the abnormal phenotype and deduce whether the variant allele is dominant or recessive.
Dominant Trait
.
A dominant condition is transmitted in unbroken descent from each generation to the next. A typical pedigree might look like this:
Examples of autosomal dominant conditions include
Tuberous sclerosis
,
neurofibromatosis
and many other cancer causing mutations such as
retinoblastoma
Autosomal Recessive
.
A recessive trait will only manifest itself when homozygous. If it is a severe condition it will be unlikely that homozygotes will live to reproduce and thus most occurrences of the condition will be in matings between two heterozygotes (or carriers). An autosomal recessive condition may be transmitted through a long line of carriers before, by ill chance two carriers mate. Then there will be a ¼ chance that any child will be affected. The pedigree will therefore often .
Genetics review sheet
This document provides a genetics review with 12 questions covering key topics in Mendelian and non-Mendelian genetics. It asks students to define important genetic terms like gene and allele. It also asks students to solve Punnett squares involving traits like tongue rolling, nose and ear size in trolls, and flower color in roses. The review covers non-Mendelian inheritance patterns like incomplete dominance and codominance. It also addresses sex-linked traits and asks students to solve genetics problems involving traits like colorblindness. Finally, it provides pedigree problems for students to analyze inheritance patterns.
2014 sbc174-evolution lectureswk5
This document provides an outline and content for a lecture on the genetic basis of evolution. The key points covered include:
- Genetic drift and natural selection both influence evolution but selection does not explain everything, as the "pan-selectionist" view suggests.
- Genetic drift, the random changes in allele frequencies between generations due to chance events, is an important evolutionary process that occurs in all populations. It accounts for genetic differences between individuals, populations, and species.
- Other topics that will be covered include defining terms like genes, loci, alleles, genotypes and phenotypes, and exploring the concepts of genetic drift and natural selection in more detail. The goal is to move beyond a "just-so"
7.genetics and inheritance
The document discusses genetics concepts like alleles, dominant and recessive traits, genotype and phenotype. It uses examples like pea plant height and mouse fur color to demonstrate inheritance patterns. Mendel's experiments with pea plants are cited to explain monohybrid crosses and how they were used to determine dominance relationships between alleles and predict offspring traits and genotypes.
Evolution lectures WK6
This document provides an overview of lectures for Week 6 on the genetic basis of evolution. The lectures will cover general introductions, defining key terms, genetic drift, and natural selection. Students are advised to read additional material on evolution. The lectures aim to move students away from overly simplistic "pan-selectionist" views and help them understand how genetic drift and natural selection both shape evolution. Genetic drift, the random changes in allele frequencies due to chance events in small populations, is a major factor in evolution and occurs in all populations.
Portfolio eulixabeth gomez 2007
Linguistics is the scientific study of human languages. It examines the properties of language through various subfields including morphology, syntax, phonetics, phonology, semantics, and pragmatics. Linguists explore both commonalities across languages as well as differences between individual languages and language groups. Linguistics is closely related to fields like anthropology, psychology, sociology, and education. It aims to improve understanding of language use and language learning through scientific inquiry.
A) Variation
An alien visiting Earth for the first time would see many differences between humans. While all members of a species are similar, there is also variation between individuals in features like height, number of petals on a flower, or heart rate. Variation can be either discontinuous, where traits fall into distinct groups, or continuous, where traits show a range of differences. Examples of discontinuous human variations include blood type and ability to roll one's tongue, while continuous variations include height and heart rate.
A) Variation
An alien visiting Earth for the first time would see many differences between humans. While all members of a species are similar, there are two types of variation between individuals - discontinuous and continuous. Discontinuous variation results in distinct characteristics like blood type, while continuous variation shows a range of differences like height. The type of variation determines how the data can be represented graphically.
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BIOL209 General Genetics LaboratoryMendelian Inheritance in Hum.docx
Pre-AP_Biology_Unit_04_-_Genetics_Practice_Set (1).pdf
Pre-AP_Biology_Unit_04_-_Genetics_Practice_Set (1).pdf
Pre-AP_Biology_Unit_04_-_Genetics_Practice_Set.pdf
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Biology 103 Laboratory Exercise – Genetic Problems .docx
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- 1. Name: ________________________________ Date ________ Class period: Page |1 Human Mendelian Traits Mendelian Traits are those traits which follow Mendel’s rules of only 2 possible versions (1 dominant, 1 recessive). There are many examples of this in humans. 1. Use the chart below to determine your phenotype (appearance) and possible genotypes (a pair of alleles). Since you cannot do a genetic test right now, if you have the dominant phenotype, you should include both the homozygous and heterozygous genotypes—see the examples on Tongue Rolling on the first row. Trait Possible alleles Your Phenotype Your Genotype(s) Tongue Able to roll (R) Ex., able to roll RR (homozygous) or Rr Rolling Unable to roll (r) (heterozygous) Freckles Have freckles (F) No freckles (f) Widow’s Widow’s peak (W) peak Straight (w) Earlobe Free hanging (A) Attached (a) Cleft chin Have cleft (C) No cleft (c) Thumb Hitchhiker’s (H) Straight (h) Dimples Dimples (D) No dimples (d) Interlocking Left thumb on top (L) fingers Right thumb on top (l) (when hands are clasped) 2. Did you have mostly dominant or recessive traits? ___________________ 3. Compare your findings with other students. a. For which trait where most students dominant? b. For which trait where most students recessive?
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