1. Answer Analysis Questions on p. D-29 to 30, but if you were assigned to answer only certain questions in Period 2 or 3, then you need only answer the question(s) you were assigned. I have re-typed the Analysis Questions at the bottom of this entry
2. (All Classes): Copy the following Vocab into your vocab section. You'll be Quizzed about these on Friday:
Vocab: (copy vocab words and definitions into your vocab section):
Characteristic - quality or property that defines or describes someone or something.
Dominant - version of gene that shows with only 1 copy of an allele, or version of a gene. Always shown with a capital letter.
Fertilization - union of a sperm cell and an egg cell to form a zygote.
Probability - The likelihood that a particular event will occur; allows us to predict how likely each result is, but not the actual sets of results obtained.
random - equally likely to be chosen; there is no bias.
Recessive- hidden trait; a genetic trait that is not shown in an heterozygous individual. Always shown with a lower case letter. Ex: Albinism
Analysis Questions on p. D-29 to 30:
1. What is the ratio of blue-tailed to orange-tailed critter pups? Use the class data to answer this question:
a. Divide the number of blue-tailed offspring by the number of orange-tailed offspring.
ratio of tail colors = number of blue-tailed offspring
number of orange-tailed offspring
b. Round this value to the nearest whole number. Then express it as a ratio by writing it like this:
c. Express this ratio as a pair of fractions, so that you can use them to complete the following sentence:
“About *______ of the offspring have blue tails, and about *______ of the offspring have orange tails.”
* = Hint: "one- _________"
d. Explain why the class obtained such a large ratio. For example, why isn’t the ratio of blue to orange tails 1:1, that is, ½ blue and ½
2. You and your partner are about to toss two coins 100 times. Predict about how many times the outcome would be:
a. heads–heads (Note: these are not multiple choice
b. heads–tails options: Answer each one!)
c. tails–heads
d. tails–tails
3. How sure are you that you will get exactly the results you predicted for Question 2? Explain your answer.
4. Look back at Activity 58, “Creature Features.” Do the results of the cointossing model match the Generation Three critter data? Explain.
5. What are the advantages and disadvantages of using coin tosses in a model for how genes are passed from parents to offspring? Explain.
6. Review the rules of genetics that the class developed in the last activity. Which ones make this model work?
7. Write your own definition of the phrase dominant trait as it is used in genetics. Hint: Does it mean that every time any pair of f critters mates, most of the offspring will have blue tails? Why or why not?
Analysis Questions on p. D-29 to 30:
1. What is the ratio of blue-tailed to orange-tailed critter pups? Use the class data to answer this question:
a. Divide the number of blue-tailed offspring by the number of orange-tailed offspring.
ratio of tail colors = number of blue-tailed offspring
number of orange-tailed offspring
b. Round this value to the nearest whole number. Then express it as a ratio by writing it like this:
---------------------------------- : 1
(whole
number) c. Express this ratio as a pair of fractions, so that you can use them to complete the following sentence:
“About *______ of the offspring have blue tails, and about *______ of the offspring have orange tails.”
* = Hint: "one- _________"
d. Explain why the class obtained such a large ratio. For example, why isn’t the ratio of blue to orange tails 1:1, that is, ½ blue and ½
2. You and your partner are about to toss two coins 100 times. Predict about how many times the outcome would be:
a. heads–heads (Note: these are not multiple choice
b. heads–tails options: Answer each one!)
c. tails–heads
d. tails–tails
3. How sure are you that you will get exactly the results you predicted for Question 2? Explain your answer.
4. Look back at Activity 58, “Creature Features.” Do the results of the cointossing model match the Generation Three critter data? Explain.
5. What are the advantages and disadvantages of using coin tosses in a model for how genes are passed from parents to offspring? Explain.
6. Review the rules of genetics that the class developed in the last activity. Which ones make this model work?
7. Write your own definition of the phrase dominant trait as it is used in genetics. Hint: Does it mean that every time any pair of f critters mates, most of the offspring will have blue tails? Why or why not?
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