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Essential knowledge 3.A.3: The chromosomal basis of inheritance provides an understanding of the pattern of passage (transmission) of genes from parent to offspring.
a. Rules of probability can be applied to analyze passage of single gene traits from parent to offspring.
b. Segregation and independent assortment of chromosomes result in genetic variation.
Evidence of student learning is a demonstrated understanding of each of the following:
1. Segregation and independent assortment can be applied to genes that are on different chromosomes.2. Genes that are adjacent and close to each other on the same chromosome tend to move as a unit; the probability that they will segregate as a unit is a function of the distance between them.
3. The pattern of inheritance (monohybrid, dihybrid, sex-linked, and genes linked on the same homologous chromosome) can often be predicted from data that gives the parent genotype/ phenotype and/or the offspring phenotypes/genotypes.
c. Certain human genetic disorders can be attributed to the inheritance of single gene traits or specific chromosomal changes, such as nondisjunction.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Sickle cell anemia
• Tay-Sachs disease
• Huntington’s disease
• X-linked color blindness
• Trisomy 21/Down syndrome
• Klinefelter’s syndrome
d. Many ethical, social and medical issues surround human genetic disorders.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Reproduction issues
• Civic issues such as ownership of genetic information, privacy, historical contexts, etc.
Learning Objectives:
LO 3.12 The student is able to construct a representation that connects the process of meiosis to the passage of traits from parent to offspring. [See SP 1.1, 7.2]
LO 3.13 The student is able to pose questions about ethical, social or medical issues surrounding human genetic disorders. [See SP 3.1]
LO 3.14 The student is able to apply mathematical routines to determine Mendelian patterns of inheritance provided by data sets. [See SP 2.2]
Essential knowledge 3.A.4: The inheritance pattern of many traits cannot be explained by simple Mendelian genetics.
a. Many traits are the product of multiple genes and/or physiological
processes.
Evidence of student learning is a demonstrated understanding of the
following:
1. Patterns of inheritance of many traits do not follow ratios predicted by Mendel’s laws and can be identified by quantitative analysis, where observed phenotypic ratios statistically differ from the predicted ratios.
b. Some traits are determined by genes on sex chromosomes. To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Sex-linked genes reside on sex chromosomes (X in humans).
• In mammals and flies, the Y chromosome is very small and carries few genes.
• In mammals and flies, females are XX and males are XY; as such, X-linked recessive traits are always expressed in males.
• Some traits are sex limited, and expression depends on the sex of the individual, such as milk production in female mammals and pattern baldness in males.
c. Some traits result from nonnuclear inheritance.
Evidence of student learning is a demonstrated understanding of each
of the following:
1. Chloroplasts and mitochondria are randomly assorted to gametes and daughter cells; thus, traits determined by chloroplast and mitochondrial DNA do not follow simple Mendelian rules.
2. In animals, mitochondrial DNA is transmitted by the egg and not by sperm; as such, mitochondrial-determined traits are maternally inherited.
✘✘ Epistasis and pleiotropy are beyond the scope of the course and the AP Exam.
a. Rules of probability can be applied to analyze passage of single gene traits from parent to offspring.
b. Segregation and independent assortment of chromosomes result in genetic variation.
Evidence of student learning is a demonstrated understanding of each of the following:
1. Segregation and independent assortment can be applied to genes that are on different chromosomes.2. Genes that are adjacent and close to each other on the same chromosome tend to move as a unit; the probability that they will segregate as a unit is a function of the distance between them.
3. The pattern of inheritance (monohybrid, dihybrid, sex-linked, and genes linked on the same homologous chromosome) can often be predicted from data that gives the parent genotype/ phenotype and/or the offspring phenotypes/genotypes.
c. Certain human genetic disorders can be attributed to the inheritance of single gene traits or specific chromosomal changes, such as nondisjunction.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Sickle cell anemia
• Tay-Sachs disease
• Huntington’s disease
• X-linked color blindness
• Trisomy 21/Down syndrome
• Klinefelter’s syndrome
d. Many ethical, social and medical issues surround human genetic disorders.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Reproduction issues
• Civic issues such as ownership of genetic information, privacy, historical contexts, etc.
Learning Objectives:
LO 3.12 The student is able to construct a representation that connects the process of meiosis to the passage of traits from parent to offspring. [See SP 1.1, 7.2]
LO 3.13 The student is able to pose questions about ethical, social or medical issues surrounding human genetic disorders. [See SP 3.1]
LO 3.14 The student is able to apply mathematical routines to determine Mendelian patterns of inheritance provided by data sets. [See SP 2.2]
Essential knowledge 3.A.4: The inheritance pattern of many traits cannot be explained by simple Mendelian genetics.
a. Many traits are the product of multiple genes and/or physiological
processes.
Evidence of student learning is a demonstrated understanding of the
following:
1. Patterns of inheritance of many traits do not follow ratios predicted by Mendel’s laws and can be identified by quantitative analysis, where observed phenotypic ratios statistically differ from the predicted ratios.
b. Some traits are determined by genes on sex chromosomes. To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Sex-linked genes reside on sex chromosomes (X in humans).
• In mammals and flies, the Y chromosome is very small and carries few genes.
• In mammals and flies, females are XX and males are XY; as such, X-linked recessive traits are always expressed in males.
• Some traits are sex limited, and expression depends on the sex of the individual, such as milk production in female mammals and pattern baldness in males.
c. Some traits result from nonnuclear inheritance.
Evidence of student learning is a demonstrated understanding of each
of the following:
1. Chloroplasts and mitochondria are randomly assorted to gametes and daughter cells; thus, traits determined by chloroplast and mitochondrial DNA do not follow simple Mendelian rules.
2. In animals, mitochondrial DNA is transmitted by the egg and not by sperm; as such, mitochondrial-determined traits are maternally inherited.
✘✘ Epistasis and pleiotropy are beyond the scope of the course and the AP Exam.
![Picture](/uploads/1/1/6/4/11645333/427746.jpg)
Semester final exam- next Thursday
study guide-Campbell biology- pick up
Notes- Mendelian genetics
Dihybrid cross corn lab
Finish dihybrid cross for lab- be able to explain what the results mean- class data in the file below
Genetics problem set due Thursday BOP- we will go over them in class
Friday-
Go over blood type lab- turn in
Extending Mendelian genetics
- Use key at the end of the Genetics Problem below to score your answers-
Genetic Twist of Fate- Summarize chapters 1&2- be ready to discuss in class on Tuesday
Review Genetic disorders identified in EK 3A3 above (hint hint :).
study guide-Campbell biology- pick up
Notes- Mendelian genetics
Dihybrid cross corn lab
Finish dihybrid cross for lab- be able to explain what the results mean- class data in the file below
Genetics problem set due Thursday BOP- we will go over them in class
Friday-
Go over blood type lab- turn in
Extending Mendelian genetics
- Use key at the end of the Genetics Problem below to score your answers-
Genetic Twist of Fate- Summarize chapters 1&2- be ready to discuss in class on Tuesday
Review Genetic disorders identified in EK 3A3 above (hint hint :).
Notes- Mendel and the gene idea/extending Mendelian genetics
![](http://www.weebly.com/weebly/images/file_icons/xls.png)
copy_of_ap_bio-_corn_lab.xlsx |
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14a-gregor_mendels_discoveries.ppt |
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14b-extndng_mendelian_genetcs..pptx |
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14c-mendelian_inheritance_in_humans.ppt |