Survey of Genetic Traits (Individual and Family Level) S.docx

Survey of Genetic Traits (Individual and Family Level)
Special Note: This laboratory is designed with the expectation
that you will work alone and then
share the data.
Equipment (Lab/Post-Lab)
1) Copies of karyotypes.
2) Graph paper and paper for taking laboratory notes
3) Ruler
4) Completed Pre-Lab family genetic data (Under the “Share
Your Data” link on Canvas)
Part 1: Karyotyping
Procedure
1) You are given a karyotype sheet and a set of printed
chromosome sheets. [Caution: be
organized or you will get bogged down during this component
of the laboratory.]
2) Hint: You may need to print 1+ extra chromosome sheets to
complete this portion of the

exercise.
3) For your set of chromosomes, correctly place these
chromosomes onto the blank sheet to
complete the karyotype for your individual. Hints:
a. Of course, use the Chromosome Key handout as a guide.
b. I have found that an initial sort by overall size, then the
shape at the centromere, the color
at the centromere is a good start.
c. Just like a puzzle, identity the most obvious first and then
work with those “tougher”
ones.
• You can find the blank sheet here (print 4 copies):
http://www.cynthiaclarke.com/anth215/215_Assignments/3_Gen
etics_Family/Blank_boa
rd.pdf
• Here are copies of jumbled chromosome sheets:
etics_Family/Paper_chr
omosomes.pdf
4) You will be needing to create 4 karyotypes: 1) Turner
syndrome 2) Patau syndrome, 3)
Klinefelter’s syndrome; and 4) Down’s syndrome.
5) Scan or photograph each karyotype and submit with lab
work. You may attach these to the

data collection form or attach separately.
6) Be sure you label each.
Part 2: Pedigrees/Punnett Squares (Ideally, done during lab; if
not completed finish outside lab)
Procedure
1) Obtain a copy of the Pre-Lab data from one member of your
lab group, and use this as the
basis of the work performed in Part 2. This data should be
available under the “Share Your
Data” link.
2) If needed, use one or more Punnett Squares to determine the
genotype of individual family
members
3) Next draw a pedigree that one of the traits, as documented
for his/her family (pick one of
these traits for which there is variability in the family).
a. Use the template and graphing paper.
etics_Family/Blank_board.pdf
etics_Family/Paper_chromosomes.pdf

Genetics – Family Procedures 2
b. Be sure to properly label each member of the pedigree, either
with name or a letter.
4) Repeat this process for at least two additional traits.
5) Be sure to attach the photocopy of this person’s Pre-Lab data
collection sheet when you submit
your work.
Part 3: Baby Genetics1
Background
Students will work individually in the lab to produce a baby
from the random mixing of genetic
traits.
Part 3A: Procedure
Step 1: Determining the genetic makeup of the egg and the
sperm.
1) You will use a coin and Table 2 to determine the genetic
make-up of the parents’ sperm or egg.
2) First you need to determine if the sperm contains an X or a Y
chromosome. Heads is X and tails

is Y.
3) Then determine the genetic makeup of the sperm for each
trait listed in Table 2.
a. Each side of a coin represents an allele. Heads represents a
dominant trait (left column of
Table 2) and each tails represents the recessive trait (right
column of Table 2).
i. There are 4 autosomal chromosomes (Chromosomes 1-4)
ii. There is 1 sex chromosome.
b. Toss your coin for each trait listed in Table 2.
i. Example: My first coin toss is heads for the eyebrow shape. I
record A in Table 3
ii. Example: my second coin toss is tails for eye color. I record
b in Table 3.
4) I continue down the list of traits until I have recorded data
for each of the father’s traits found in
father’s sperm in Table 3.
5) Repeat this same process for the mother’s egg.
Step 2: Making a baby
1) Combine the genetic materials of both parents and record as
the baby’s genotype.
a. Example: Father’s sperm contained the A trait, and the
mother’s egg did too. Record AA.
b. Example: Father’s sperm contained the b trait, and the

mother’s egg contained the B trait.
Record Bb
c. Continue to combine until all traits are recorded.
d. Careful. Some traits are sex.-linked.
2) Next determine the phenotype of the baby.
a. It is important to determine the baby phenotype at birth.
b. For the offspring’s phenotype use Table 2 as your guide.
c. Remember that a CAPITAL letter is dominant over a small
letter [recessive] unless the
decoding chart indicates those traits are co-dominant, sex-
linked, or sex-limited.
Part 3B: Questions
1) Complete the debriefing questions found on the Data
Collection handout.
2) Use the data from Part 3A to help you answer the questions.
1 Based on an exercise by Dr. Pamela Esprivalo Harrell,
University of North Texas, developed an earlier version of
"Dragon Genetics" which is described in the January 1997 issue
of Science Scope, 20:4, 33-37.Copyright 2005, Bob
Farber, Central High School, Philadelphia, PA [With
permission.]
Genetics – Family Procedures 3

Table 2: Decoding of the genes
Special Note: Remember: This gene scenario does NOT
represent the actual human genome.
Chromosome # Dominant genes (HEADS) Recessive genes
(TAILS)
Chromosome 1 A. Arched eyebrow shape
B. “Brown” eyes
C. Cleft chin
D. [DD/Dd]2 Male: Long eye lashes
[DD/Dd] Female: Short eye lashes
a. Curved eyebrow shape
b. “Blue” eyes
c. No cleft chin
d. [dd] Short eye lashes (Both sexes)
Chromosome 2 F. Freckles
G. “Dark” hair
H. No hitchhiker’s thumb
I. Large eyes
J. Flat feet
f. No freckles
g. Red-haired
h. Hitchhiker’s thumb
i. Small eyes
j. Arched feet

Chromosome 3 K. No patterned balding3
L. [LL/Ll] Male: High forehead4
[LL/Ll]Female: No high forehead
M. No middle finger hair
N. Normal chin
k. [kk] Males: Patterned balding
[kk] Females: No patterned
balding
l. [ll] Male/Female: No high
forehead
m. Middle finger hair
n. Receding chin
Chromosome 4 P. Wide mouth (side-to-side)
R. [RR/Rr] No tongue rolling5
S. [SS] Blue spots forehead
[Ss] Green spots on forehead
T. Taster
p. Narrow mouth
r. [rr] Males: Tongue roller

[rr] Females: No tongue rolling
s. [ss] Yellow spots
t. Non-taster
Sex Chromosomes
[X chromosome]
[Y chromosome]
U. Unattached earlobe
V. Snoring
W. Widow’s peak
Z Non-fire breather 6
u. Attached earlobe
v. No snoring
w. No widow’s peak
z. Fire breather
Special notes: The egg will have 3 genes (U or u, V or v, and W
or w) but no Z or z. The sperm will
carry Z or z, if it is populated with a Y chromosome, The sperm
will carry will have 3 genes (U or u,

V or v, and W or w) if it is populated with an X chromosome.
Differences between sex-limited, sex-influenced, and sex-linked
trait:
https://www.youtube.com/watch?v=Eek0KpV8jUo
2 Sex-limited trait (expressed in males only; females can carry
genes)
3 Sex-influenced trait
4 Sex-limited trait
5 Sex-limited trait
6 Sex-linked trait; only found on Y chromosome.
https://www.youtube.com/watch?v=Eek0KpV8jUo
Name
_____________________________________________________
__________ Anthropology &215
Special Note: This laboratory is designed with the expectation
that you will work alone and then share
the data.
Grading: For each, use X if completed, P if partially completed,
and 0 if not attempted.
___ Table 1: Karyotyping (4 points) ___ Part 2: Three pedigree

charts (6 points)
___ Part 3A: Table 3 (4 points) ___ Part 3B: De-briefing
questions (3 points)
___ Post-lab baby picture (3 points)
_____________________________________________________
________________________________
Data Collection (Lab)
• Data on these pages are to be completed during the 2-hour
laboratory.
• The laboratory is designed with the expectation that you will
work alone and then share the data.
• Perhaps you might even anticipate the work and pre-plan the
teams (hint!)
Part 1: Karyotyping
Table 1: Karyotype Data (4 points)
• You can find the blank sheet here (print 4 copies):
• Here are copies of jumbled chromosome sheets:

etics_Family/Paper_chromosomes.pd
f
Once you complete the 4 karyotypes, scan or photograph and
submit with lab work as part of your data
collection.
Part 2: Pedigrees/Punnett Squares
Procedure (6 points)
1) Obtain a copy of the Pre-Lab data from a classmate (on
Canvas under the link called “Share Your
Data”) Use these data as the basis of the work performed in
Part 2.
2) If needed, use one or more Punnett Squares to determine the
genotype of individual family members
3) Next draw a pedigree that one of the traits, as documented
for his/her family (pick one of these traits
for which there is variability in the family).
a. Use the template and graphing paper.
b. Be sure to properly label each member of the pedigree, either
with name or a letter.
4) Repeat this process for at least two additional traits.
5) Be sure to attach the photocopy of this person’s Pre-Lab data
collection sheet when you submit your

work.
Genetics – Family Data Collection 2
Offspring’s Genotype : _______________
__________________________________
Offspring’s Phenotype: _______________
__________________________________
__________________________________
__________________________________
Sperm: ______________________________
____________________________________
Egg:_________________________________

_____________________________________
__________________________________
__________________________________
__________________________________
__________________________________
Sperm: ______________________________
____________________________________
Egg:_________________________________
_____________________________________
__________________________________
__________________________________
__________________________________
__________________________________

Sperm: ______________________________
____________________________________
Egg:_________________________________
_____________________________________
__________________________________
__________________________________
__________________________________
__________________________________
Sperm: ______________________________
____________________________________
Egg:_________________________________
_____________________________________
__________________________________

__________________________________
__________________________________
__________________________________
Sperm (X or Y): ________________________
____________________________________
Egg (X): _____________________________
_____________________________________
Part 3A: Making a baby
Table 3: Making Sperm, Egg, and a Baby (Part 3A) (4 points)
Source of Traits: Chromosome 1

Source of Traits: Sex Chromosome

Genetics – Family Data Collection 3
Part 3B: Laboratory Debriefing Questions
Karyotype questions (Select any one of the genetic defects
identified during the lab and answer Questions
1-2).
1) What percentage of the population exhibits this defect? (0.5
point) [Computer work; cite your source
in APA format]
2) What are the main symptoms of this defect? (0.5 point)
[Computer work; cite your source in APA
format]
Baby questions
1) What is the sex of your baby? _______________ (no points)

2) Complete the table below (2 points)
Type of trait Example from scenario ACTUAL example
[Computer work]
Sex-influenced trait
Sex-linked trait
Sex-limited trait
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~~~~~~~~~~~~~~~~~~~
Draw the Baby
1) This part of the laboratory is worth 3 points.
2) Create a “photo” of the new offspring, which shows the
phenotype of the child at birth. You can use
the blank photo or create one from scratch.
3) Any trait which would appear later in life and/or those
phenotypic traits could not be portrayed,
indicate in notes separately.
http://1.bp.blogspot.com/-AXX1ms0bawQ/UV-
z_PuPPOI/AAAAAAAABCg/mIlb2Em6v04/s1600/Baby%2BDra
wing%2BPictures-792405.jpg

Death of a Salesman essay outline
This outline is only a suggestion. Please feel free to organize
your analytical es-
say as you wish.
Willy (scholar’s theme______ and personal theme ____)
* relationship with his sons
or
* relationship with his wives
or
* relationship with his mistresses
or
* relationship with himself
Linda (scholar’s theme______ and personal theme ____)
* relationship with her sons
or
* relationship with her husband
or
* relationship with her husband’s mistresses
or
* relationship with herself
Biff (scholar’s theme______ and personal theme ____)
* relationship with his father
or
* relationship with his mother
or
* relationship with his father’s affair
or
Hap (scholar’s theme______ and personal theme ____)
* relationship with his father

or
* relationship with his mother
or
* relationship with his father’s affair
or
Scholar’s Theme - Contradictions (past / present), The
American Dream (Life,
Liberty, Pursuit of Happiness, Family dynamics, abandonment
or betrayal.
Watch the film – Death of a Salesman, then finish this essay
under the requirement of each paragraph. You can choose one of
the personal themes and scholar’s themes in the pdf document.
Personal Theme - Who are you? This class is contingent upon
your ability to analyze plays from YOUR point of view. Select a
word, adjective and or theme that best represents who you are.
What made you think about attending college? Why did you
select your major? What are your goals for the next 4 years, the
next 10 years?
Along with a scholar’s theme with which to analyze the plays
you will be expected to incorporate your personaltheme in your
analysis. In other words, each analytical essay will be examined
through your personal theme (lens) in conjunction with a
scholar’s theme introduced to you in class lectures.
Outline for Analytical Essays
Title- should include scholar’s theme, personal theme and the
title of the play (play titles are in italics or

underlined).
INTRODUCTION
Hook sentence - quotation from anywhere associated with your
theme and
scholar’s theme.
Historical significance. (5-7 sentences)
Brief summary of the play (7-10 sentences)
Focus on the characters or scenes from the play you will mainly
use (4-6 sentences)
Thesis statement (last sentence of the introduction)
This essay will examine (scholar’s theme) and (personal theme)
revealing (the overall idea of the play) and 3 specific moments
or characters in the play.
First BODY PARAGRAPH
Topic sentence - This sentence introduces the first point of the
thesis statement
Discuss when the action happens in the play (2-4 sentence)
Introduce the characters in the scene. (2-4 sentences)
Scholars theme - analyze the play’s passage using the scholar’s
theme (4-8sentences)
Personal theme - analyze the play’s passage using your personal
theme (4-8 sentences)
Analyze this passage: DO NOT SUMMARIZE THE PASSAGE.
Explain why the passage speaks to your selected scholar’s
theme.
Explain why the passage speaks to your personal theme.
Second Body Paragraph - This sentence introduces the second
point of the thesis.

theme.
Third Body Paragraph - This sentence introduces the second
point of the thesis
theme (4-8 sentences.
theme.
CONCLUSION:
Call your reader to action (5-10 sentences)
Let your reader know why it is important to read the plays
through your lens! In this call to action remind the reader of the
historical significance because we know “people write plays
because they have something to say

Survey of Genetic Traits (Individual and Family Level) S.docx

Survey of Genetic Traits (Individual and Family Level) S.docx

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