· Persuasive essay rubic Exemplary Proficient Needs Improvement Not Evident Introduction and Claim/Thesis Statement Well-developed introduction and thesis statement. They engage the reader and create interest. They clearly state the topic being analyzed and the persuasive argument. The introduction and thesis statement are fairly well developed. But they are not very engaging or creative, but they do introduce the persuasive topic. The introduction and thesis statement include the topic being analyzed, but they do not give a reason for the persuasive argument. The introduction and thesis statement do not include what is being analyzed, and there is no apparent basis for persuasion. Main Points and Organization Main points in the essay are concrete and specific, and they effectively support the persuasive topic. The main points are organized and built upon the persuasive situation. Main points are concrete and specific, but they are not engaging and interesting. There are sufficient details for the persuasion, but they could be clearer. The structure of the argument is confusing. There are details, but they are either not concrete and specific, or there are not enough of them to adequately create a persuasive situation. One or more main points are not given sufficient space or details. The structure of the argument is unclear. Main points are either wrong or lacking, or they are not related to the topic sentence or the analysis. There is no clearly defined structure or organization. Research and Integration The required number of resources are used and provide meaningful evidence to support assertions. Quotes are directly related to the argument. There is a strong alignment between argument and research. The required number of resources are used and most quotes provide evidence to support assertions. Most of the quotes are related to the argument and an attempt has been made to align research and argument. The required number of resources are not used. The minimum research used provides some support to the assertions. There is an insufficient development of ideas and research and argument are not aligned. There are no resources used in this paper. It is a persuasive paper based on opinion and insufficient support. Conclusion The concluding paragraph effectively unifies the essay around the thesis statement. The reason for the analysis is clearly re-stated and the results are effectively summed-up. The concluding paragraph unifies the essay around the thesis statement. The reason for the analysis is evident and results are presented as valid. The concluding paragraph re-states the reason for the analysis, but it does little to unify the essay around the thesis statement. There is no concluding paragraph, or it does not unify or restate the reason for the analysis. Writing Mechanics Writing is smooth, skillful, and coherent. Sentences are strong and expressive with varied structure. Consistent and appropriate tone and word choice is used throu.

1. · Persuasive essay rubic
Exemplary
Proficient
Needs Improvement
Not Evident
Introduction and Claim/Thesis Statement
Well-developed introduction and thesis statement. They engage
the reader and create interest. They clearly state the topic being
analyzed and the persuasive argument.
The introduction and thesis statement are fairly well developed.
But they are not very engaging or creative, but they do
introduce the persuasive topic.
The introduction and thesis statement include the topic being
analyzed, but they do not give a reason for the persuasive
argument.
The introduction and thesis statement do not include what is
being analyzed, and there is no apparent basis for persuasion.
Main Points and Organization
Main points in the essay are concrete and specific, and they
effectively support the persuasive topic. The main points are
organized and built upon the persuasive situation.
Main points are concrete and specific, but they are not engaging
and interesting. There are sufficient details for the persuasion,
but they could be clearer. The structure of the argument is
confusing.
There are details, but they are either not concrete and specific,
or there are not enough of them to adequately create a
persuasive situation. One or more main points are not given
sufficient space or details. The structure of the argument is
unclear.
Main points are either wrong or lacking, or they are not related
to the topic sentence or the analysis. There is no clearly defined

2. structure or organization.
Research and Integration
The required number of resources are used and provide
meaningful evidence to support assertions. Quotes are directly
related to the argument. There is a strong alignment between
argument and research.
The required number of resources are used and most quotes
provide evidence to support assertions. Most of the quotes are
related to the argument and an attempt has been made to align
research and argument.
The required number of resources are not used. The minimum
research used provides some support to the assertions. There is
an insufficient development of ideas and research and argument
are not aligned.
There are no resources used in this paper. It is a persuasive
paper based on opinion and insufficient support.
Conclusion
The concluding paragraph effectively unifies the essay around
the thesis statement. The reason for the analysis is clearly re-
stated and the results are effectively summed-up.
The concluding paragraph unifies the essay around the thesis
statement. The reason for the analysis is evident and results are
presented as valid.
The concluding paragraph re-states the reason for the analysis,
but it does little to unify the essay around the thesis statement.
There is no concluding paragraph, or it does not unify or restate
the reason for the analysis.
Writing Mechanics
Writing is smooth, skillful, and coherent. Sentences are strong
and expressive with varied structure. Consistent and appropriate
tone and word choice is used throughout the paragraph.
Transitions are appropriate and add to the effectiveness of the
paragraph. No errors in punctuation, spelling, grammar, or
capitalization.
Writing is clear and sentences have varied structure. There is
consistent tone and word choice is appropriate with fairly good

3. use of transitions to guide the reader.
A few minor errors in punctuation, spelling, grammar, or
capitalization, but they do not detract from the overall meaning
and effectiveness of the paragraph.
Writing is clear, but sentences may lack variety. The tone is
inconsistent and word choice, while adequate, could be better.
While transitions are present they do not add to the overall
effectiveness of the paragraph. A few errors in punctuation,
grammar, spelling, and capitalization that, while distracting, the
meaning and intent of the paragraph can still be discerned.
Writing is confusing and hard to follow. Contains fragments
and/or run-on sentences. The tone and purpose is inconsistent
and difficult to determine. Transitions are either missing or
inappropriate. Distracting and major errors in grammar,
punctuation, spelling, and capitalization.
PAGE
Lab #5 – At Home
Human Genetics
Pre-lab:
1. Explain what is meant when a gene is referred to as
“dominant” or “recessive”:
2. Define genotype:
3. Define phenotype:
Purpose:

4. 1. Understand how genetics relates to the diversity of the human
population visible around us.
2. Find out the genotype of a real person.
3. Practice determining the results of genetic crosses.
Background:
Each living thing that reproducessexually has two sets of
chromosomes. One set of chromosomes is inherited from each
parent. Each set of chromosomes carries a full set of genes,
where each gene is the "code" for a particular type of protein.
Having two sets means everyone has two copies of each gene.
Proteins have many roles in an organism and sometimes a single
gene is critical in making a certain obvious trait (something
observable, like dimples). You can think of each gene as a
location and you can put specific information (allele) in each
location. The different alleles for a particular gene may produce
proteins with identical functions or very different functions.
Each type of protein that an organism makes is a product of the
alleles that it has. Often the resulting trait is a blend of the
effects of the proteins from two alleles, but sometimes one
allele (a dominant allele) produces a protein with an effect so
powerful that it can completely cover up the effect of a protein
produced by a weaker allele (a recessive allele). (2)
Humans are sexually reproducing organism and are different
from each other in appearance and in their biochemical make
up. Even so, if you compare any two people you will find that
99.9% of their DNA is the same. (3) Human genetic traits are
difficult to study because of our relatively long life span and
the limited number of human offspring produced. In addition,
the number of chromosome pairs (23) increases the possible
number of genetic combinations which in turn compounds the
difficulty of studying human genetics. In spite of these

5. difficulties humans have some genes that exhibit monohybrid
inheritance. For these genes it is possible to get a good idea of
your own genotype.
Procedure:
In this exercise you will observe either your own or someone
else’s phenotype (part 1) and determine part of your/their
genotype (part 2). Then you will figure out one possible
genotype of a hypothetical child -a combination of your genes
and the genes that are listed for that trait (part 3).
You will Submit the Report Page to Canvas.
Part 1. Determine your phenotype
Read the descriptions of the traits listed below and use a best
guess to determine whether you have the dominant or recessive
phenotype for each trait. Record the word that describes your
phenotype in the spaces provided in the Table on the Report
Pages at the end of the lab.
Example:
Trait
Your phenotype
Your possible genotype
Dimples A_
No Dimples aa
No Dimples
Part 2. Deduce your possible genotype(s)
Each of the alleles of a given gene are symbolized by an
assigned letter. Normally the dominant form is symbolized by
an upper case letter (e.g. E), and the recessive form is
symbolized by a lower case of the same letter (e.g. e). If you
express the dominant trait (phenotype) use only a single capital

6. letter (e.g. E_ ) for your genotype since you don't know whether
you are homozygous or heterozygous for that trait. If you
express the recessive phenotype for a given trait you must be
homozygous recessive, represented by two lower case letters
(e.g. ee). Note: Many of the traits in this lab, while presented as
under the control of a single gene, are hypothesized by some
scientists to be controlled by several genes. For the purposes of
this exercise we will assume the more simple, single gene
inheritance.
Part 3. Predict Potential Offspring Phenotypes
The genotype of a potential mate is given in the Report Pages
table. Use that information to predict one possible phenotype of
an offspring. Record your possible genotypes for each trait in
the table on the Report Pages at the end of the lab.
Example (answers are in red):
Trait
Your phenotype
Your possible genotype
Mate’s genotype
One possible phenotype of offspring
A
Dimples A_
No Dimples aa
No dimples
aa
aa
No Dimples
Human Genetic Traits
Dimples (A)
Dimples are small, natural indentations on the cheeks on one or

7. both sides. Some people are born with dimples that disappear
when they are adults; others develop dimples later in childhood.
Dimples are highly heritable, meaning that people who have
dimples tend to have children with dimples—but not always.
Because their inheritance is not completely predictable, dimples
are considered an “irregular” dominant trait. Having dimples is
probably controlled mainly by one gene but also influenced by
other genes.
Cleft Chin (B)
A cleft chin looks like a dimple or indentation in the middle of
a person’s chin. This trait is due to a single gene with a cleft
chin dominant and a smooth chin recessive.
Tongue Rolling (C)
The ability to roll the tongue upward from the sides (so it looks
like an "O" or "U" from the front) is a dominant trait. It is
probably the result of several genes with an environmental
influence, though in genetics labs it is usually treated as a one-
gene trait. It probably means that tongue rollers have more
flexible muscle or connective tissue associated with the tongue.
With the non-roller recessive trait (cc) a person only produce a
slight downward curve of the tongue.
Widow's Peak (D)
The widow's peak is a distinct downward point on the hairline at
the top center of the forehead. This is a dominant trait. If you
have a straight hairline, you have recessive alleles for this trait.
Free or Attached Ear Lobe (E)
Look for where the lower earlobe attaches to the head - does it
hang freely, more like a "U" (unattached), or curve directly into
its attachment on the face, more like a "J" (attached)? Free
earlobes are dominant over attached earlobes and are found in

8. the majority of people.
Freckles (F)
Freckles are small, concentrated spots of the skin pigment
melanin. This trait is probably due to a single gene called
MC1R. The presence of freckles is dominant while the absence
of freckles is recessive. Alleles of MC1R control freckle
number; other genes and the environment influence freckle size,
color, and pattern. For example, sun exposure can temporarily
cause more freckles to appear.
Hitchhiker's Thumb (G)
When present, the thumb, held up, has almost a right angle bend
on the outside and the pad is almost parallel to the ceiling. The
ability to bend the thumb backward (at least 45o) is caused by a
dominant allele. The proper term for this is distal
hyperextensibility. People with dominant alleles have more
flexible ligaments and thus looser joints.
Finger Mid-digital Hair (H)
Some people have hair on the back of the middle segment of
some fingers. Individuals with hair on the middle segment of at
least one finger are considered to have the dominant trait mid-
digital hair, while other people have no mid-digital hair
(recessive). Lack of hair, however, can also be influenced by
your environment - for example if you have a job where the
hairs may be worn away.
Bent Little Finger (I)
In some people the fifth “little” finger bends towards the fourth
finger near the tip. Bent fingers are believed to be dominant,
while straight is recessive. There is limited evidence to support
that the trait is controlled by one gene with two alleles.
Hair on Back of Hand (J)
Some people have hair on the back of their hands (dominant)
while others have no hair (recessive).

9. Long Palmar Muscle (K)
Most people lack a forearm muscle (dominant) called the
palmaris longus, which sends a tendon through the wrist into the
hand. Approximately 14% of the population has this muscle
(recessive). Make a tight fist, and tilt your hand toward you. If
you see one obvious tendon down the middle, and can feel a
tendon to either side of this middle tendon, the muscle is
present. If you see (or feel) only two tendons, this muscle is
absent. (Alternately, tightly press your opposing thumb and
pinkie together to observe the tendons.)
Interlocking Fingers (L)
Fold your hands together by interlocking your fingers. If the
left thumb is on top, you have the dominant allele. If the right
thumb is on top you are homozygous recessive. This trait is not
from a single gene but it acts like a dominant - recessive pair of
alleles.
Morton’s Toe (M)
In some people, the big toe is longer than the second toe
(recessive), while other people have the big toe shorter than the
second toe (dominant). Whether the big toe is longer or shorter
than the second toe is influenced by genetics, but it may be
determined by more than one gene, or by a combination of
genetics and the environment.
Handedness (N)
Recent discoveries make right-handedness dominant over no
pre-determination – people with two recessives are about 50%
left-handed. Handedness appears to be influenced by genetics,
environment and chance.
Darwin Tubercle (O)
A Darwin tubercle is a projection on the upper portion (helix) of
the ear resulting from a thickening of the cartilage. The tubercle
may be inherited as a dominant, although some individuals may
have the tubercle only on one ear and the size of the tubercle

10. can vary. Absence of the tubercle may be recessive.
Inter-eye Distance (P)
Close-set eyes are incompletely dominant to eyes set far apart.
Medium-set eyes are heterozygous.
Eye Color (Q)
Presence of pigment is usually dominant over absence of
pigment in eye, hair and skin color. The actual color is a result
of the interaction of several genes i.e. a polygenic trait. You can
use two gene pairs to determine eye color. (This model is
simplified since more than two genes are involved in eye
pigmentation but using just two of them works pretty well.) One
gene codes for pigment deposited in front of the iris; the other
gene codes for pigment deposited behind the iris. Brown eyes
are the result of black or brown pigment in the iris. Blue eyes
have no pigment. Note that hazel or green eye color is the result
of a second gene which produces a yellow pigment. Hazel eyes
have brown iris pigment while green eyes have the recessive
blue iris. (The alleles for Iris color are Q and q, and the alleles
for the color behind the iris are Z and z.)
Phenotype
Genotype
Dark Brown
QQZZ and QQZz
Brown w/green flakes
QqZZ
Brown
QqZz and QQzz
hazel
Qqzz
green
qqZZ
Dark blue
qqZz
Pale Blue
qqzz
Hair Whorl (R)

11. When viewed from above and behind the head, many people's
hair whorls in either a clockwise (dominant) or
counterclockwise (recessive) direction. While this trait seems to
be controlled by a single gene, there may be other genetic
influences at play.
Report Page
Name
Trait
Your phenotype
Your possible genotype
Mate’s genotype
One possible phenotype of offspring
A
Dimples A_
No Dimples aa
aa
B
Cleft Chin B_
No Cleft bb
BB
C
Tongue Roller C_
No Tongue Rolling cc
CC

12. D
Widow’s Peak D_
Straight Hairline dd
DD
E
Free Ear Lobe E_
Attached Ear Lobe ee
EE
F
Freckles F_
No freckles ff
FF
G
Hitchhiker’s Thumb G_
Normal Thumb gg
GG
H
Finger Mid-digital Hair H_

13. No Mid-digital Hair hh
hh
I
Bent Little Finger I_
Straight Little Finger ii
ii
J
Hair on Back of Hand J_
No Hair on Back of Hand jj
JJ
K
No Long Palmar Muscle K_
Long Palmar Muscle kk
KK
L
Interlock Left on top L_
Interlock Right on top ll
ll

14. M
Big Toe Shorter M_
Big Toe Longer mm
MM
N
Right Handed N_ or nn
Left Handed nn
NN
O
Darwin Tubercle O_
No Darwin Tubercle oo
OO
P
Close set eyes PP
Medium set eyes Pp
Wide set eyes pp
pp
Q, Z
Phenotype

15. Genotype
Dark Brown
QQZZ and QQZz
Brown w/green flakes
QqZZ
Brown
QqZz and QQzz
hazel
Qqzz
green
qqZZ
Dark blue
qqZz
Pale Blue
qqzz
Qqzz
R

16. Clockwise Whorl R_
Counterclockwise Whorl rr
RR