block 3/20 week-1q4 topic unit warp-up & review obj...

BLOCK 3/20 week-1Q4 TOPIC: UNIT WARP-UP & REVIEW OBJ :1-7

DO NOW:

EXT: LAB DUE DATE: TODAY

DW: OBJ 6-7 / unit work stapled & organized or RECYCLED

UNIT EXAM FRIDAY

-------------------------------------------------------------------------------

EXIT: CIRCLE LEVEL of UNDERSTANDING

[see slide]

HANDOUTS to PICK-UP:

-10.2 CORN LAB

TURN IN to ABS box:

-SEMINAR :

-BEFORE SCHOOL/RAVEN-50:

DW- RDQ 10.3

-REV 10.2 RDQ-APP NTS

-UNIT NTBK ORGANIZATION

-LAB

-PRACTICE TEST QUESTIONS

AG

EN

DA

AB

SEN

T

#12-15

DO NOW: INTERPRETING PUNNETT SQUARES

Tt

TtTongue rolling

Tongue rolling

Offspring combinations

Tongue rolling is dominant-T

UNIT OBJECTIVES- honors

EXAM SET-UP

35MC Q’s

OBJ1 3

OBJ2 4

OBJ3 3

OBJ4/5 12

OBJ6 8

OBJ7 2

SC METHOD 3

EXAM DAY

-obj fully completed

-unit work organized/staple

UNIT OBJECTIVES- general

EXAM SET-UP

29MC Q’s

OBJ1 3

OBJ2 4

OBJ3 5

OBJ4/5 12

OBJ6 2

OBJ7 NONE

SC METHOD 3

EXAM DAY

-obj fully completed

-unit work

organized/staple

BLOCK

10.3 RDQ

Write this in

RED PEN

RED X in BOX

PEER #

DW GRADE: 2 1.5 1 0

DW -GRADE RUBRIC

2-WHAT IS EXPECTED-100% COMPLETION with EFFORT

-Q#1,2,3 COMPLETED

-SUPPORTIVE EVIDENCE identified

1-NOT QUITE WHAT IS EXPECTED-50-99% COMPLETION with EFFORT

-only 2 questions completed

-SUPPORTIVE EVIDENCE MISSING

0-NOT WHAT IS EXPECTED- <50% COMPLETED

OUT for REVIEW

10.3 RDQ

10.3 APP NTS

ESSENTIAL Q

-How does crossing over lead to genetic variation?

READING Q’s -1

1-CALCULATE

-The fruit fly has four chromosome pairs.

How many possible combinations of chromosomes can be

produced by MEIOSIS and FERTILIZATION?

SHOW your work.

-formula: 2n for each new gamete

24 x 24 = 256

READING Q’s -3

2-EXPLAIN

-What event causes linked genes to separate?

-crossing over

READING Q’s -fig 10.15

3-IDENTIFY

-Circle the two genes which are not likely to cross over--

a-yellow body color & vermillion eye color

b-white eye color & vermillion eye color

POLYPLOIDY

-condition in which a normally diploid cell or organism acquires one or more additional sets of chromosomes.

-the polyploid cell or organism has three or more times the haploid chromosome number.

-Polyploidy arises as the result of total nondisjunction of chromosomes during mitosis or meiosis.

READING Q’s -6/7

4-IDENTIFY

-Name two organisms that have polyploidy—

-earthworms

-goldfish

-wheat

-oats

-sugar cane

-strawberries

-coffee

-1 in 3 flowering plants

-triploid—3 pair chromosomes

-seedless fruit such as grapes, watermelon, oranges

10.3 APP NTS MAIN IDEA

REVIEW VOCABULARY

DEFINE

protein—

-large complex molecules-polymers-essential to all life

-provide structure for tissues & organs

-help carry out cell metabolism

NEW VOCABULARY

IDENTIFY

_______________1-genes located close on same chromosome

_______________ 2-shows the location of several genes

_______________ 3-Drosophila melanogaster

_______________ 4-an outcome of independent assortment

______________ 5-occurrence of one or more extra sets of chromosomes

linked genes

chromosome map

fruit flies

genetic recombination

polyploidy

GENETIC RECOMBINATION

CALCULATE

SPECIES CHROMOSOME # (n)

formula—2n

POSSIBLE

COMBINATIONS

pea 7

housefly 6

cabbage 9

fruit fly 4

frog 13

27 = 2 x 2 x 2 x 2 x 2 x 2 x 2 12826 = 2 x 2 x 2 x 2 x 2 x 2 64

29 = 2 x 2 x 2 x 2 x 2 x 2 x 2 x 2 x 2 51224 = 2 x 2 x 2 x 2 16

213 = 2x2x2x2x2x2x2x2x2x2x2x2x2

8192

GENE LINKAGE

SUMMARIZE 5 pieces of information about genetic

recombination by creating a concept mapcrossing

over

MEIOSIS

MEIOSIS

chromosomes

independent assortment

genetic recombination

genetic variation

during

leads toduring

of

leads to

increases

GENE LINKAGE

ANALYZE

-whether gene linkage is an exception to, or an example of, Mendel’s law

of independent assortment.

-Use an example from your reading.

-gene linkage is an exception because genes close to each

other on the same chromosome usually travel together

-fruit flies

GENE LINKAGE

COMPLETE the paragraph—

Genes close together on the same chromosome are

_______. Linked genes are usually __________ together.

______________, not ________________, follow

Mendel’s law of independent assortment. Linked genes might

become separated, as a result of ______________.

Crossing over is more likely to happen if genes are ________

apart on a chromosome.

linked inherited

Chromosomes individual genes

crossing overfarther

CHROMOSOME MAPPING

ANALYZE-

what information is shown on a chromosome map

-relative chromosome distances

-gene pair/crossover frequency

CHROMOSOME MAPPING

APPLY- Information on table to show relative location of genes

AFBCE D

CHROMOSOME MAPPING

EVALUATE-

Is it possible to know the location of a gene on a

chromosome if only one other gene is used?

-Not without more info such as relative location of

third gene

CONSIDER-

Why would using more crossover frequencies result in a

more accurate chromosome map?

-knowing crossover frequency helps determine

distances between genes

POLYPLOIDY

IDENTIFY- 4 species that show polyploidy

STATE-

The term for an organism with the chromosome

designation 3n

-triploid

-most flowering plant

-oats (6n)

-wheat (6n)

-sugar cane (8n)

-strawberries (8n)

-coffee (4n)

-earthworms

-goldfish

POLYPLOIDY

SUMMARIZE- compare AND contrast gene linkage to

polyploidy and how they do NOT follow Mendel’s Law of

inheritance

GENE LINKAGE

-genes close together on

chromosome map do not

sort independently

-each trait controlled by 2

alleles

POLYPLOIDY

-polyploidy organisms have

more than 2 sets of

chromosomes

-they have more than 2 alleles

for each trait

FILE DAILY WORK

UNIT WORK-gen bioKEEP in FRONT POCEKT

__-VOCAB FOLDABLE

__-UNIT OBJECTIVES

FILE under SEMESTER FINAL

__-stapled BOOK PGS

PUT IN ORDER [TOP to BOTTOM]

__-VIDEO [pink]

__-10.2 RDQ [green]

__-10.2 Mendelian Inheritance ACTIVITY [grey]

__-10.2 VIDEO LESSON INTRO [yellow]

__-10.2 VIDEO LESSON Punnett Squares

__-10.2 Punnett Square basics [2pg stapled]

__-10.3 RDQ [green]

__-10.3 APP NTS

LAB: KERNEL COLOR IN CORN Take care of corn

***FACILITATOR: READ ALL THE DIRECTIONS***

[5m] COMPLETE PART A

-SPOKESPERSON: NOTIFY Mrs. PAEPKE when complete for CHECK

-PAEPKE will check ANSWERS & provide you with corn cob

[25m]COMPLETE PART B

-hint: part A will help you answer conclusion q’s

-YES, count EVERY kernel [offspring] on corn cob

-CONCLUSION: complete statements / #4 be specific with EVIDENCE

- -QUALITY CONTROL: review ALL work

-FACILITATOR: staple all labs and turn in WOODEN BOX

[20m]PRACTICE PROBLEMS (group of 4 or 2)

-QUALITY CONTROL: RETURN CORN COB BUCKET; front table

NO CELL PHONES @ LAB STATION

CONCLUSION Q’s

THINK

***reading, probability activity, punnett squares***

Use COMPLETE STATEMENTS for answers

#4

YOU have an UNKNOWN RED KERNEL [RR/Rr]

-how would you “test” this kernel to determine if it is homozygous red

or heterozygous red?

-the outside the box / provide SUPPORTIVE EVIDENCE

AGENDA- group=colored TABLE SPOT-10.2-10.3 MARK BK PAGES & completeVOCAB FOLDABLE [5m]

-COMPLETE as a COLLABORATIVE group: discuss / share / agree

-DEFINITION

-SAME answers for each section

-COMPARE [same] / CONTRAST [differ]

-SAME answers for each section

-10.3 APP NOTES [20m] [highlighter /red pen/ bk pages / APP NTS]

-IDENTIFY and write ROLE on APP NOTES

1-FACILITATOR: READ THROUGH EACH TASK

2-DISCUSS [use POSITIVE communication]

EVIDENCE [highlight supportive evidence in bk pages]

3-ANSWER [when all members agree & EVIDENCE found]

4-MOVE ON [only when ALL team members understand]

-10.3 RDQ[10m]

-INDEPENDENT TABLE SEAT WORK

EXITCIRCLE-level of understanding of today’s objective

Q’s / clarifications-

EXIT-REFLECT & COMPLETE objectives 6-7

block 3/20 week-1q4 topic unit warp-up & review obj...

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