Genetic Traits Activity

 

Finding Your Genetic Match

Introduction:

Have you ever noticed that brothers or sisters often look alike?  Their inherited traits are what make their physical appearance so similar. An inherited trait is a particular genetically determined characteristic that distinguishes a person. The traits of children are determined by the traits that  are passed on from their parents. Some traits are obvious in a family — a child’s nose is shaped like their mother’s nose, but some traits are less obvious. You may have similar traits to many of your classmates even though you are not related to them. Some examples of often un-noticed human traits are the ability or not to roll your tongue, attached or unattached earlobes, dimples or freckles, naturally curly or straight hair, hitchhiker’s or straight thumb, straight or widow’s peak hairline, smooth or cleft chin, or colorblindness or normal vision.

There are numerous traits in humans, but some traits occur more frequently than others.  Between 70-90% of the human population have free-hanging earlobes, can roll their tongue,  are right-handed, and can taste a chemical called PTC.  These traits are called high frequency traits.

Objective:

Students will determine the presence of certain high frequency traits in themselves & their classmates.

Materials:

Genetic Inventory sheet with pictures, paper, pencil, PTC taste strips.

Procedure:

  1. Identify which of the following 10 human traits you have by placing a check mark beside that trait.
  2. Compare the traits you have with other students in the classroom and find the student you most closely match.

 

 

Human Trait Inventory
Student:
Tongue Roller
Non-Tongue Roller
Attached Earlobes
Unattached earlobes
Dimples
No Dimples
Right-handed
Left-Handed
Widow’s Peak
Straight Hairline
Left Thumb on top when Hands Crossed
Right Thumb on top when Hands Crossed
Hair on mid-digit of hand
No hair on mid-digit of hand
Bent little finger
Straight little finger
Second toe longer than big toe
Second toe not longer than big toe
Can Taste PTC
Can Not Taste PTC
Vulcan (Fingers spread 2 by 2)
None Vulcan
Class Match:

 

 

 

Tongue Roller Non Roller Dimples No Dimples
Attached Earlobes Unattached Earlobes Widow’s Peak Straight Hairline
Longer Second Toe Short Second Toe Bent Little finger Hitchhiker’s Thumb
Attached Ear lobes (left)
Unattached ear Lobes (right)
“VULCAN” or No “VULCAN” Dimples Right/Left Thumb on top

 

Genetics PPT Questions

 

 

Mendelian Genetics
PowerPoint Questions
Gregor Mendel

1. Who is responsible for our laws of inheritance?

2. What organism did Mendel study?

3. When was Mendel’s work recognized?

4. When did Mendel perform his experiments & how many plants did he grow?

5. What did Mendel notice about offspring traits?

6. How is Mendel referred to today?

7. In what country did Mendel do his research on peas?

8. Mendel stated that physical traits were inherited as _______________.

9. Today we know that particles are actually what?

Terminology

10. Define these three terms:
a. trait –

 

b. heredity –

c. genetics –

 

11. Name & describe two types of genetic crosses.

 

 

12. What is used to solve genetic crosses?

13. Sketch a Punnett square & show how they are  used to solve a genetics problems.

 

 

 

14. Use a Punnett square to solve a cross between two parents that both have the genotype Yy.

 

 

 

 

15. What are alleles & what are the two forms?

 

16. Explain the difference between dominant & recessive alleles.

 

 

17. Using a letter of the alphabet, show how each allele would be represented.

 

18. What is a genotype and write 3 possible genotypes?

 

19. What is a phenotype and write possible phenotypes for your genotypes in question 18?

 

20. Using these alleles, R = red flower and r = yellow flowers, write all possible genotypes & phenotypes.

 

21. What are homozygous genotypes?

 

22. Write a homozygous dominant genotype.

23. Write a homozygous recessive genotype.

24. What is meant by a heterozygous genotype?

 

25. Write a heterozygous genotype.

26. Heterozygous  genotypes are also called _____________.

27. What two things actually determine an organism’s characteristics?

Pea Experiments

28. Give 4 reasons that Mendel used garden peas, Pisum sativum, for his experiments.

 

 

 

29. Name the male and female parts of a flowering plant and explain how pollination occurs.

 

 

30. What is the difference between self and cross pollination?

 

31. Explain how Mendel cross pollinated his pea plants.

 

 

32. How did Mendel get pure plants?

33. Name 8 pea plant traits and give the dominant & recessive form of each.

 

 

 

 

 

34. How did Mendel’s experimental results compare to the theoretical genotypic ratios? Explain.

 

35. What does P1 mean?

36. What is the F1 generation?

37. What is the F2 generation?

38. What results from this cross — TT  x  tt?

39. What results do you get from crossing two hybrids (Tt   x  Tt)?

 

40. Show all your work for solving a P1 monohybrid cross for seed shape.
Trait:
Alleles:

P1 cross:  __________ x __________

Genotype ____________
Phenotype ___________
G. Ratio _____________
P. Ratio _____________

 

41. The offspring of the above cross are called the _____ generation.

42. Show all your work for solving a F1 monohybrid cross for seed shape.
Trait:
Alleles:

F1 cross:  __________ x __________

Genotype ____________
Phenotype ___________
G. Ratio _____________
P. Ratio _____________

43. Show all your work for solving both F2 monohybrid crosses for seed shape.

Trait:
Alleles:

F2 cross:  ________ x ________  F2 cross:  ________ x ________

 

 

 

 

Genotype ____________                  Genotype ____________
Phenotype ___________                   Phenotype ___________
G. Ratio _____________                   G. Ratio _____________
P. Ratio _____________                    P. Ratio _____________

Mendel’s Laws

Complete the following question:

44. _________ are responsible for inherited traits.

45. Phenotype is based on _______________.

46. Each trait requires _____ genes, one from each ____________.

47. State the Law of Dominance and give an example.

 

 

48. State the Law of Segregation and tell when alleles are “recombined”.

 

 

49. State the Law of Independent assortment & tell what type of crosses show this.

 

 

50. Using the formula 2n where n = the number of heterozygotes, tell how many gametes will be produced by each of the following allele combinations:
a. RrYy
b. AaBbCCDd
c. MmNnOoPPQQRrssTtQq

51. What are the possible allele combinations in the egg and sperm from the following cross — RrYy x RrYy.

 

52. Show how to work an F1 dihybrid cross for seed shape & seed color.

Traits:
Alleles:

 

 

F1 cross   __________ x __________

 

 

 

GR         Genotypes           PR         Phenotypes

 

 

 

 

 

 

 

 

53. Complete this cross or crosses for eye color & curliness of the hair — bbC__ x bbcc.

 

 

 

 

54. Draw a table summarizing Mendel’s 3 laws.

 

 

 

 

 

 

Incomplete and Co-Dominance

55. Incomplete dominance occurs in __________ and produces a phenotype _______________ the phenotype of the two parents.

56. Show your work solving a cross for flower color in snapdragons when there is incomplete dominance.

Trait:
Alleles:

Cross:  RR x rr

 

Genotype ____________
Phenotype ___________
G. Ratio _____________
P. Ratio _____________

57. What is codominance & give an example?

 

58. Write the genotypes for each of these blood types:

type A
type B
type AB
type O

59. Solve this codominance problem: IBIB x IAi.

 

 

 

60. Solve this codominance problem for blood type: ii x IAIB.

 

 

 

Sex-Linked Traits

61. What are sex linked traits?

 

62. Name the sex chromosomes.

63. Write the genotype for male and for female.

64. Most sex-linked traits are carried on what chromosome?

65. Give an example of a sex-linked trait in fruit flies.

66. Show the results of crossing a red-eyed male (XRY)  with a white-eyed female (XrXr) fruit fly.
RR =
Rr =
rr =
XY =
XX =

Cross:    __________ x __________

 

 

 

Genotype ____________
Phenotype ___________
G. Ratio _____________
P. Ratio _____________

67. What is meant by a female carrier?

 

68. Name a disease that can be carried in this manner.

 

 

 

Extracting DNA

 

Extract DNA from Anything Living

 

Introduction:

Since DNA is the blueprint for life, everything living contains DNA. DNA isolation is one of the most basic and essential techniques in the study of DNA. The extraction of DNA from cells and its purification are of primary importance to the field of biotechnology and forensics. Extraction and purification of DNA are the first steps in the analysis and manipulation of DNA that allow scientists to detect genetic disorders, produce DNA fingerprints of individuals, and even create genetically engineered organisms that can produce beneficial products such as insulin, antibiotics, and hormones.

DNA can be extracted from many types of cells. The first step is to lyse or break open the cell. This can be done by grinding a piece of tissue in a blender. After the cells have broken open, a salt solution such as NaCl and a detergent solution containing the compound SDS (sodiumdodecyl sulfate) is added. These solutions break down and emulsify the fat & proteins that make up a cell membrane. Finally, ethanol is added because DNA is soluble in water. The alcohol causes DNA to precipitate, or settle out of the solution, leaving behind all the cellular components that aren’t soluble in alcohol. The DNA can be spooled (wound) on a stirring rod and pulled from the solution at this point.

 

Just follow these 3 easy steps:

Detergent, eNzymes (meat tenderizer), Alcohol

 

 

Objective:

To extract DNA from cells.

Materials:

Blender, split peas, salt, detergent, water, measuring cup and spoons, strainer, meat tenderizer, alcohol, test tube, glass stirring rod

Procedure:

  1. First, you need to find something that contains DNA such as split peas, fresh spinach, chicken liver, onion, or broccoli.

  1. Measure about 100 ml or 1/2 cup of split peas and place them in a blender.
  2. Add a large pinch of salt (less than 1 ml or about 1/8 teaspoon) to the blender.
  3. Add about twice as much cold water as the DNA source (about 200 ml or 1 cup) to the peas in the blender.
  4. Blend on high (lid on) for about 15 seconds.

  1. The blender separates the pea cells from each other, so you now have a really thin pea-cell soup.

And now, those 3 easy steps:

  1. Pour your thin pea-cell soup through a strainer into another container like a measuring cup or beaker.

  1. Estimate how much pea soup  you have and add about 1/6 of that amount of liquid detergent (about 30ml or 2 tablespoons). Swirl to mix.

  1. Let the mixture sit for 5-10 minutes.


The detergent captures the proteins & lipids of the cell membrane.

  1. Pour the mixture into test tubes or other small glass containers, each about 1/3 full.
  2. Add a pinch of enzymes to each test tube and stir gently. Be careful! If you stir too hard, you’ll break up the DNA, making it harder to see. (Use meat tenderizer for enzymes. If you can’t find tenderizer, try using pineapple juice or contact lens cleaning solution.)


The DNA in the nucleus of the cell is molded, folded, and protected by proteins. The meat tenderizer cuts the proteins away from the DNA.

  1. Tilt your test tube and slowly pour rubbing alcohol (70-95% isopropyl or ethyl alcohol) into the tube down the side so that it forms a layer on top of the pea mixture. Pour until you have about the same amount of alcohol in the tube as pea mixture.

  1. Alcohol is less dense than water, so it floats on top forming two separate layers.
  2. All of the grease and the protein that we broke up in the first two steps move to the bottom, watery layer.
  3. DNA will rise into the alcohol layer from the pea layer. You can use a glass stirring rod or a wooden stick to draw the DNA into the alcohol.
  4. Slowly turning the stirring rod will spool (wrap) the DNA around the rod so it can be removed from the liquid.

Questions:

1. Does the DNA have any color?

2. Describe the appearance of the DNA.

3. Do only living things contain DNA? Explain.

Frequently Asked Questions: 1. I’m pretty sure I’m not seeing DNA. What did I do wrong?

First, check one more time for DNA. Look very closely at the alcohol layer for tiny bubbles. Often, clumps of DNA are loosely attached to the bubbles.

If you are sure you don’t see DNA, then the next step is to make sure that you started with enough DNA in the first place. Many food sources of DNA, such as grapes, also contain a lot of water. If the blended cell soup is too watery, there won’t be enough DNA to see. To fix this, go back to the first step and add less water. The cell soup should be opaque, meaning that you can’t see through it. Another possible reason for not seeing any DNA is not allowing enough time for each step to complete. Make sure to stir in the detergent for at least five minutes. If the cell and nuclear membranes are still intact, the DNA will be stuck in the bottom layer. Often, if you let the test tube of pea mixture and alcohol sit for 30-60 minutes, DNA will precipitate into the alcohol layer.

2. Why does the DNA clump together?

Single molecules of DNA are long and stringy. Each cell of your body contains six feet of DNA, but it’s only one-millionth of an inch wide. To fit all of this DNA into your cells, it needs to be packed efficiently. To solve this problem, DNA twists tightly and clumps together inside cells. Even when you extract DNA from cells, it still clumps together, though not as much as it would inside the cell.

Imagine this: the human body contains about 100 trillion cells, each of which contains six feet of DNA. If you do the math, you’ll find that our bodies contain more than a billion miles of DNA!

3. Can I use this DNA as a sample for gel electrophoresis?

Yes, but all you will see is a smear. The DNA you have extracted is genomic, meaning that you have the entire collection of DNA from each cell. Unless you cut the DNA with restriction enzymes, it is too long and stringy to move through the pores of the gel; instead, all you will end up seeing is a smear.

4. Isn’t the white, stringy stuff actually a mix of DNA and RNA?

That’s exactly right! The procedure for DNA extraction is really a procedure for nucleic acid extraction. However, much of the RNA is cut by ribonucleases (enzymes that cut RNA) that are released when the cells are broken open.

 

Fermentation Rootbeer

 

FERMENTATION – MAKING ROOT BEER
David Fankhauser’s Main Page

 

Introduction:

Fermentation has been used by mankind for thousands of years for raising bread, fermenting wine and brewing beer. The products of the fermentation of sugar by baker’s yeast Saccharomyces cerevisiae (a fungus) are ethyl alcohol and carbon dioxide. Carbon dioxide causes bread to rise and gives effervescent drinks their bubbles. This action of yeast on sugar is used to ‘carbonate’ beverages, as in the addition of bubbles to champagne).

We will set up a fermentation in a closed system and capture the generated carbon dioxide to carbonate root beer. You may of course adjust the quantities of sugar and/or extract  (Zatarain’s) to taste. 

EQUIPMENT
SUPPLIES
  • clean 2 liter plastic soft drink bottle with cap
  • funnel
  • 1 cup measuring cup
  • 1/4 tsp measuring spoon
  • 1 Tbl measuring spoon
  • Cane (table) sugar [sucrose] (1 cup)
  • Zatarain’s Root Beer Extract (1 tablespoon)
  • (When I could not find it locally, I ordered a case of 12 bottles for $18 from Zatarain’s, New Orleans, LA 70114
  • powdered baker’s yeast (1/4 teaspoon)  (Yeast for brewing would certainly work at least as well as baking yeast.)
  • cold fresh water

 

 

INSTRUCTIONS:

1) Assemble the necessary equipment and supplies
2) With a dry funnel, add in sequence:

1 level cup of table sugar (cane sugar) (You can adjust the amount to achieve the desired sweetness.)

3) Add: 1/4 teaspoon powdered baker’s yeast ( fresh and active)

(Fleischmann’s or other brand)

4) You can see the yeast granules on top of the sugar.
5) Shake to distribute the yeast grains into the sugar.
6) Swirl the sugar/yeast mixture in the bottom to make it concave (to catch the extract).
7) Add with funnel:

1 Tbl of root beer extract (I prefer Zatarain’s, but Hires, etc. will work.)

on top of the dry sugar

8) The extract sticks to the sugar which will help dissolve the extract in the next steps.
9) Half fill the bottle with fresh cool tap water (the less chlorine, the better).

Rinse in the extract which sticks to the tablespoon and funnel. Swirl to dissolve the ingredients.

10) Q.s. [fill up] to the neck of the bottle with fresh cool tap water, leaving about an inch of head space, securely screw cap down to seal. Invert repeatedly to thoroughly dissolve.

If you leave it in a warm temperature longer than two weeks, you risk an explosion…

11) Place at room temperature about three to four days until the bottle feels hard to a forceful squeeze. Move to a cool place (below 65 F). refrigerate overnight to thoroughly chill before serving. Crack the lid of the thoroughly chilled root beer just a little to release the pressure slowly.

NOTE: Do not leave the finished root beer in a warm place once the bottle feels hard. After a couple weeks or so at room temperature, especially in the summer when the temperature is high, enough pressure may build up to explode the bottle! There is no danger of this if the finished root beer is refrigerated.

12) Move to a refrigerator overnight before opening.

 

NOTE: There will be a sediment of yeast at the bottom of the bottle, so that the last bit of root beer will be turbid. Decant carefully if you wish to avoid this sediment.

A WORD ABOUT THE ALCOHOL IN HOME MADE ROOT BEER: The alcoholic content which results from the fermentation of this root beer and found it to be between 0.35 and 0.5 %. Comparing this to the 6% in many beers, it would require a person to drink about a gallon and a half of this root beer to be equivalent to one 12 ounce beer. I would call this amount of alcohol negligible, but for persons with metabolic problems who cannot metabolize alcohol properly, or religious prohibition against any alcohol,  consumption should be limited or avoided.

 

DNA Code for Insulin

 

DNA’s Instructions for Insulin  

 

Introduction:

Below are two partial sequences of DNA bases (shown for only one strand of DNA)  Sequence 1 is from a human and sequence 2 is from a cow.  In both humans and cows, this sequence is part of a set of instructions for controlling the production of a protein.  In this case, the sequence contains the gene to make the protein insulin.  Insulin is necessary for the uptake of sugar from the blood.  Without insulin, a person cannot use digest sugars the same way others can, and they have a disease called diabetes.

Materials:

paper, pencil, codon table

Procedure:

  1. Using the DNA sequence given in table 1, make a complimentary RNA strand for  the human.  Write the RNA directly below the DNA strand (remember to substitute U’s for T’s in RNA).
  2. Repeat step 1 for the cow.  Write the RNA directly below the DNA strand in table 2.
  3. Use the codon table in your book to determine what amino acids are assembled to make the insulin protein in both the cow and the human.   Write your amino acid chain directly below the RNA sequence.

Table 1 

 

Sequence 1 ­ Human
DNA C C A T A G C A C G T T A C A A C G T G A A G G T A A
RNA
Amino Acids

 

Table 2

Sequence 1 ­ Cow
DNA C C G T A G C A T G T T A C A A C G C G A A G G C A C
RNA
Amino Acids

Analysis:

1. The DNA sequence is different for the cow and the human, but the amino acid chain produced by the sequence is almost the same.  How can this happen?

 

 

2. Diabetes is a disease characterized by the inability to break down sugars. Often a person with diabetes has a defective DNA sequence that codes for the making of the insulin protein. Suppose a person has a mutation in their DNA, and the first triplet for the gene coding for insulin is C C C  (instead of C C A).   Determine what amino acid the new DNA triplet codes for.    Will this person be diabetic?

 

3. What if the first triplet was C A A ?

 

4. How is it that a code consisting of only four letters, as in DNA ( A, T, G, C ) can specify all the different parts of an organism and account for all the diversity of organisms on this planet?

 

 

DNA sequences are often used to determine relationships between organisms.  DNA sequences that code for a particular gene can vary widely.  Organisms that are closely related will have sequences that are similar. Below is a list of sequences for a few organisms:

 

Human CCA   TAG   CAC   CTA
Pig CCA   TGG   AAA   CGA
Chimpanzee CCA   TAA   CAC   CTA
Cricket CCT   AAA   GGG   ACG

 

5. Based on the sequences, which two organisms are most  closely related?

 

6. An unknown organism is found in the forest, and the gene is sequenced, and found to be   C C A  T G G  A A T  C G A  ,  what kind of animal do you think this is?