Content Standard(s):
Science 12 ) Construct and use models (e.g., monohybrid crosses using Punnett squares,
diagrams, simulations) to explain that genetic variations between parent and
offspring (e.g., different alleles, mutations) occur as a result of genetic
differences in randomly inherited genes located on chromosomes and that
additional variations may arise from alteration of genetic information.
Unpacked Content
Scientific And Engineering Practices:
Developing and Using Models
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Heredity: Inheritance and Variation of Traits
Evidence Of Student Attainment:
Students:
Identify and describe the relevant components of the model.
Develop a model for a given phenomenon involving the variations that arise between parent and offspring as a result of randomly inherited genes and alteration of genetic material.
Use a model to explain a given phenomenon involving the variations that arise between parent and offspring as a result of randomly inherited genes and alteration of genetic material. Teacher Vocabulary:
Punnett square - monohybrid cross
Homozygous and Pure
Heterozygous and Hybrid
Homologous
Dominant
Recessive
Models
Genetic variation
Parent
Offspring
DNA
Genes
Inheritance
Allele
Variation
Mitosis (introduced in Standard 2; use here for comparison to Meiosis)
Meiosis
Chromosome
Mutation
Probability
Gregor Mendel
Mendel's laws
Sexual reproduction
Asexual reproduction
Sperm
Egg
Zygote Knowledge:
Students know:
Chromosomes are the source of genetic information.
Organisms reproduce, either sexually or asexually, and transfer their genetic information to offspring.
Variations of inherited traits from parent to offspring arise from the genetic differences of chromosomes inherited.
In sexual reproduction, each parent contributes half of the genes acquired (at random) by the offspring.
Individuals have two of each chromosome, one acquired from each parent; therefore individuals have two alleles (versions) for each gene. The alleles (versions) may be identical or may differ from each other. Skills:
Students are able to:
Construct a model for a given phenomenon involving the differences in genetic variation that arise from genetic differences in genes and chromosomes and that additional variations may arise from alteration of genetic information.
Identify and describe the relevant components of the model.
Describe the relationships between components of the model.
Use the model to describe a causal account for why genetic variations occur between parents and offspring.
Use the model to describe a causal account for why genetic variations may occur from alteration of genetic information. Understanding:
Students understand that:
During reproduction (both sexual and asexual) parents transfer genetic information in the form of genes to their offspring.
Under normal conditions, offspring have the same number of chromosomes (and genes) as their parents.
In asexual reproduction: Offspring have a single source of genetic information and their chromosomes are complete copies of each single parent pair of chromosomes. Offspring chromosomes are identical to parent chromosomes.
In sexual reproduction: Offspring have two sources of genetic information that contribute to each final pair of chromosomes in the offspring because both parents are likely to contribute different genetic information, offspring chromosomes reflect a combination of genetic material from two sources and therefore contain new combinations of genes that make offspring chromosomes distinct from those of either parent. AMSTI Resources:
AMSTI Module:
Alabama Alternate Achievement Standards
AAS Standard:
Science 11 ) Analyze and interpret data collected from probability calculations to
explain the variation of expressed traits within a population.
a. Use mathematics and computation to predict phenotypic and genotypic
ratios and percentages by constructing Punnett squares, including using both
homozygous and heterozygous allele pairs.
b. Develop and use models to demonstrate codominance, incomplete dominance,
and Mendel's laws of segregation and independent assortment.
c. Analyze and interpret data (e.g., pedigree charts, family and population
studies) regarding Mendelian and complex genetic disorders (e.g., sickle-cell
anemia, cystic fibrosis, type 2 diabetes) to determine patterns of genetic
inheritance and disease risks from both genetic and environmental factors.
NAEP Framework
NAEP Statement::
NAEP Statement::
NAEP Statement::
Unpacked Content
Scientific And Engineering Practices:
Developing and Using Models; Analyzing and Interpreting Data; Using Mathematics and Computational Thinking
Crosscutting Concepts: Patterns; Systems and System Models
Disciplinary Core Idea: Heredity: Inheritance and Variation of Traits
Evidence Of Student Attainment:
Students:
Collect and analyze data on traits within a population to identify patterns within expressed traits in a population.
Mathematically calculate the probability of expressed traits of offspring, given parental traits and an understanding of inheritance patterns.
Use a model to determine potential gametes from parental genotype and develop a Punnett square to predict inheritance outcomes.
Annotate a Punnett square, identifying maternal and paternal gametes, and use mathematics to explain the predicted outcomes.
Observe traits in offspring and use knowledge of inheritance patterns and Punnett squares to infer parental genotypes.
Use probability to predict the likelihood of specific offspring given parent traits and inheritance pattern.
Distinguish between homozygous and heterozygous allele pairs and relate these to phenotype.
Analyze data to find inheritance patterns and explain those patterns in terms of incomplete dominance, codominance and Mendel's laws of segregation and independent assortment.
Use models, diagrams, and/or text to connect Mendel's laws of inheritance to the biological processes of meiosis.
Differentiate genetic disorders in humans in terms of errors of meiosis, either large scale (chromosomal) or small scale (point mutations).
Apply concepts of inheritance to explain patterns seen in pedigrees, offspring ratios, and trait prevalence in a population.
Identify non-genetic factors that may impact expressed traits. Teacher Vocabulary:
Genetics Allele Dominant Recessive Homozygous Heterozygous Genotype Phenotype Law of segregation Hybrid Law of independent assortment F1 and F2 generations Monohybrid Dihybrid Punnet square Probability Crossing over Genetic recombination Carrier Pedigree Incomplete dominance Codominance Multiple alleles Epistasis Sex chromosome Autosome Sex-linked trait Polygenic trait Knowledge:
Students know:
Inheritable genetic variations may result from: new genetic combinations through meiosis, viable errors occurring during replication, and mutations caused by environmental factors.
Variations in genetic material naturally result during meiosis when corresponding sections of chromosome pairs exchange places.
Genetic material is inheritable.
Genetic variations produced by mutations and meiosis are inheritable.
The difference between genotypic and phenotypic ratios and percentages.
Examples of genetic crosses that do not fit traditional inheritance patterns (e.g., incomplete dominance, co-dominance, multi-allelic, polygenic) and explanations as to how the observed phenotypes are produced.
Mendel's laws of segregation and independent assortment.
Pedigrees can be used to infer genotypes from the observation of genotypes.
By analyzing a person's family history or a population study, disorders in future offspring can be predicted. Skills:
Students are able to:
Perform and use appropriate statistical analysis of data, including probability measures to determine the relationship between a trait's occurrence within a population and environmental factors.
Differentiate between homozygous and heterozygous allele pairings.
Create Punnett squares to predict offspring genotypic and phenotypic ratios.
Explain the relationship between the inherited genotype and the visible trait phenotype.
Examine genetic crosses that do not fit traditional inheritance patterns (incomplete dominance and co-dominance).
Use chromosome models to physically demonstrate the points in meiosis where Mendel's laws of segregation and independent assortment are observed.
Analyze pedigrees to identify the patterns of inheritance for specific traits/ disorders including autosomal dominant/ recessive as well as sex-linked and mitochondrial patterns. Understanding:
Students understand that:
In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis, thereby creating new genetic combinations and thus more genetic variation.
Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation.
Environmental factors can also cause mutations in genes, and viable mutations are inherited.
Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population.
The variation and distribution of traits observed depends on both genetic and environmental factors. AMSTI Resources:
ASIM Module:
Alabama Alternate Achievement Standards
AAS Standard:
Mathematics 44. Explain whether two events, A and B, are independent, using two-way tables or tree diagrams. [Algebra I with Probability, 38]
Unpacked Content
Evidence Of Student Attainment:
Students:
Given scenarios involving two events,
Explain the meaning of independence from a formula perspective P(A & B) = P(A) x P(B) and from the intuitive notion that A occurring has no impact on whether B occurs or not.
Explain the meaning of independence using a two-way table and tree diagrams.
Compare these two interpretations within the context of the scenario. Teacher Vocabulary:
Independent event
Probability
Dependent event
Event
Two-way table
Tree diagram
Simple event
Compound event Knowledge:
Students know:
Methods to find probability of simple and compound events. Skills:
Students are able to:
Interpret the given information in the problem.
Accurately determine the probability of simple and compound events.
Accurately calculate the product of the probabilities of two events. Understanding:
Students understand that:
Events are independent if one occurring does not affect the probability of the other occurring, and that this may be demonstrated mathematically by showing the truth of P(A & B) = P(A) x P(B). Diverse Learning Needs:
Mathematics 38. Explain whether two events, A and B, are independent, using two-way tables or tree diagrams.
Unpacked Content
Evidence Of Student Attainment:
Students:
Given two-way tables or tree diagrams,
Explain the meaning of independence from a formula perspective P(A and B) = P(A) x P(B) and from the intuitive notion that P(A) occurring has no impact on whether P(B) occurs or not.
Compare these two interpretations within the context of the scenario. Teacher Vocabulary:
Independent Probability
Tree diagram Knowledge:
Students know:
Methods to find probability of simple and compound events. Skills:
Students are able to:
Interpret the given information in the problem.
Accurately determine the probability of simple and compound events.
Accurately calculate the product of the probabilities of two events. Understanding:
Students understand that:
Events are independent if one occurring does not affect the probability of the other occurring, and that this may be demonstrated mathematically by showing the truth of P(A and B) = P(A) x P(B). Diverse Learning Needs:
Essential Skills:
Learning Objectives: ALGI.38.1: Define probability, ratio, simple event, compound event, and independent event.
ALGI.38.2: Determine the probability of a compound event.
ALGI.38.3: Determine the probability of an independent event.
ALGI.38.4: Determine the probability of a simple event by expressing the probability as a ratio, percent, or decimal.
ALGI.38.5: Identify the probability of an event that is certain as 1 or impossible as 0.
ALGI.38.6: Solve word problems involving probability.
ALGI.38.7: Use proportional relationships to solve multi-step ratio and percent problems.
ALGI.38.8: Recognize and represent proportional relationships as ratios between two quantities.
Prior Knowledge Skills:
Demonstrate how to write the probability as a fraction, with likely outcomes as the numerator and possible outcomes as the denominator.
Using the model, count the frequency of the actual outcome.
List all actual outcomes using a graphic representation (probability model-tree diagram, organized list, table, etc.).
Define probability of observed frequency, outcome, discrepancy and event.
