Genetics

UNIT 3 Genetics Chapters 11 and 12: Cell Cycle and Sexual Reproduction and Meiosis Chapter 13: Patterns of Inheritance Chapter 14: DNA Chapter 15: Genes and How They Work Chapter 16: Gene Technology Chapter 18: Control Gene Expression Chapter 19: Cellular Mechanism of Development Chapter 26: Viruses Target Audience AP Biology students Curriculum Map November and January (Viruses) Essential Question Big Idea 1: How does the process of evolution drive the diversity and unity of life? Big Idea 3: How do living systems store, retrieve, transmit and respond to information essential to life processes? Start Date: Feb 6th Completion Date: March 10th Announcement/Comments: subject to change according to students need Resources: _Raven_and_Johnson_Student_Edition_resource_book_ _PHSchool_-_The_Biology_Place_ _BioLabs_ _Animations:_Processing_of_Gene_Information_ _Animations:_Biotechnology_ _http://www.stanford.edu/dept/humbio/chem/atpAdp.html_ _NOVA_|_How_Cells_Divide_ _DNA_Learning_Center_ _http://www.mhhe.com/biosci/bio_animations/06_MH_CellCycle_Web/_ Learning Objectives (or Targets) set by CollegeBoard Essential knowledge 1.B.1: Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today. DNA and RNA are carriers of genetic information through transcription, translation and replication. [See also 3.A.1 ]. Essential knowledge 1.D.1: There are several hypotheses about the natural origin of life on Earth, each with supporting scientific evidence. LO 1.32 The student is able to justify the selection of geological, physical, and chemical data that reveal early Earth conditions. The RNA World hypothesis proposes that RNA could have been the earliest genetic material. Essential knowledge 3.A.1: DNA, and in some cases RNA, is the primary source of heritable information. LO 3.1 The student is able to construct scientific explanations that use the structures and mechanisms of DNA and RNA to support the claim that DNA and, in some cases, that RNA are the primary sources of heritable information. Genetic information is stored in and passed to subsequent generations through DNA molecules and, in some cases, RNA molecules. DNA replication ensures continuity of hereditary information. LO 3.2 The student is able to justify the selection of data from historical investigations that support the claim that DNA is the source of heritable information. [See SP 4.1] LO 3.3 The student is able to describe representations and models that illustrate how genetic information is copied for transmission between generations. [See SP 1.2] The basic structural differences of DNA and RNA Both DNA and RNA exhibit specific nucleotide base pairing that is conserved through evolution: adenine pairs with thymine or uracil (A-T or A-U) and cytosine pairs with guanine (C-G). LO 3.4 The student is able to describe representations and models illustrating how genetic information is translated into polypeptides. [See SP 1.2] The enzyme RNA-polymerase reads the DNA molecule in the 3' to 5' direction and synthesizes complementary mRNA molecules that determine the order of amino acids in the polypeptide. In eukaryotic cells the mRNA transcript undergoes a series of enzyme-regulated modifications. In prokaryotic organisms, transcription is coupled to translation of the message. Translation involves energy and many steps, including initiation, elongation and termination. LO 3.5 The student can justify the claim that humans can manipulate heritable information by identifying at least two commonly used technologies. [See SP 6.4] Genetic engineering techniques can manipulate the heritable information of DNA and, in special cases, RNA. LO 3.6 The student can predict how a change in a specific DNA or RNA sequence can result in changes in gene expression. [See SP 6.4] Essential knowledge 3.A.2: In eukaryotes, heritable information is passed to the next generation via processes that include the cell cycle and mitosis or meiosis plus fertilization. LO 3.7 The student can make predictions about natural phenomena occurring during the cell cycle. [See SP 6.4] LO 3.8 The student can describe the events that occur in the cell cycle. [See SP 1.2] LO 3.9 The student is able to construct an explanation, using visual representations or narratives, as to how DNA in chromosomes is transmitted to the next generation via mitosis, or meiosis followed by fertilization. [See SP 6.2] LO 3.10 The student is able to represent the connection between meiosis and increased genetic diversity necessary for evolution.[See SP 7.1] LO 3.11 The student is able to evaluate evidence provided by data sets to support the claim that heritable information is passed from one generation to another generation through mitosis, or meiosis followed by fertilization. [See SP 5.3] 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. 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] Rules of probability can be applied to analyze passage of single gene traits from parent to offspring. LO 3.13 The student is able to pose questions about ethical, social or medical issues surrounding human genetic disorders. [See SP 3.1] Certain human genetic disorders can be attributed to the inheritance of single gene traits or specific chromosomal changes, such as nondisjunction. 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] Examples of the use of mathematics in biology include, but are not limited to, the use of Chi-square in analyzing observed versus predicted inherited patterns. Essential knowledge 3.A.4: The inheritance pattern of many traits cannot be explained by simple Mendelian genetics. LO 3.15 The student is able to explain deviations from Mendel’s model of the inheritance of traits. [See SP 6.5] 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. Some traits are determined by genes on sex chromosomes. LO 3.16 The student is able to explain how the inheritance patterns of many traits cannot be accounted for by Mendelian genetics. [See SP 6.3] LO 3.17 The student is able to describe representations of an appropriate example of inheritance patterns that cannot be explained by Mendel’s model of the inheritance of traits. Essential knowledge 3.B.1: Gene regulation results in differential gene expression, leading to cell specialization. LO 3.18 The student is able to describe the connection between the regulation of gene expression and observed differences between different kinds of organisms. [See SP 7.1] Regulatory sequences are stretches of DNA that interact with regulatory proteins to control transcription. LO 3.19 The student is able to describe the connection between the regulation of gene expression and observed differences between individuals in a population. [See SP 7.1] LO 3.20 The student is able to explain how the regulation of gene expression is essential for the processes and structures that support efficient cell function. [See SP 6.2] In eukaryotes, gene expression is complex and control involves regulatory genes, regulatory elements and transcription factors that act in concert. LO 3.21 The student can use representations to describe how gene regulation influences cell products and function. [See SP 1.4] Gene regulation accounts for some of the phenotypic differences between organisms with similar genes. Essential knowledge 3.C.1: Changes in genotype can result in changes in phenotype. LO 3.24 The student is able to predict how a change in genotype, when expressed as a phenotype, provides a variation that can be subject to natural selection. [See SP 6.4, 7.2] LO 3.25 The student can create a visual representation to illustrate how changes in a DNA nucleotide sequence can result in a change in the polypeptide produced. [See SP 1.1] Errors in DNA replication or DNA repair mechanisms, and external factors, including radiation and reactive chemicals, can cause random changes, e.g., mutations in the DNA. LO 3.26 The student is able to explain the connection between genetic variations in organisms and phenotypic variations in populations. [See SP 7.2] Errors in mitosis or meiosis can result in changes in phenotype. Changes in genotype may affect phenotypes that are subject to natural selection. Genetic changes that enhance survival and reproduction can be selected by environmental conditions….i.e. pesticide resistance mutations Essential knowledge 3.C.3: Viral replication results in genetic variation, and viral infection can introduce genetic variation into the hosts. LO 3.29 The student is able to construct an explanation of how viruses introduce genetic variation in host organisms. [See SP 6.2] Viruses replicate via a component assembly model allowing one virus to produce many progeny simultaneously via the lytic cycle. HIV is a well-studied system where the rapid evolution of a virus within the host contributes to the pathogenicity of viral infection. LO 3.30 The student is able to use representations and appropriate models to describe how viral replication introduces genetic variation in the viral population. [See SP 1.4] Viruses transmit DNA or RNA when they infect a host cell. Performance of Understanding/Science Practices 1.1 The student can create representations and models of natural or manmade phenomena and systems in the domain. 1.2 The student can describe representations and models of natural or man-made phenomena and systems in the domain. 1.3 The student can refine representations and models of natural or manmade phenomena and systems in the domain. 1.4 The student can use representations and models to analyze situations or solve problems qualitatively and quantitatively. 1.5 The student can reexpress key elements of natural phenomena across multiple representations in the domain. 2.1 The student can justify the selection of a mathematical routine to solve problems. 2.2 The student can apply mathematical routines to quantities that describe natural phenomena. 2.3 The student can estimate numerically quantities that describe natural phenomena. 3.1 The student can pose scientific questions. 3.2 The student can refine scientific questions. 3.3 The student can evaluate scientific questions. 4.1 The student can justify the selection of the kind of data needed to answer a particular scientific question. 4.2 The student can design a plan for collecting data to answer a particular scientific question. 4.3 The student can collect data to answer a particular scientific question. 4.4 The student can evaluate sources of data to answer a particular scientific question. 5.1 The student can analyze data to identify patterns or relationships. 5.2 The student can refine observations and measurements based on data analysis. 5.3 The student can evaluate the evidence provided by data sets in relation to a particular scientific question. 6.1 The student can justify claims with evidence. 6.2 The student can construct explanations of phenomena based on evidence produced through scientific practices. 6.3 The student can articulate the reasons that scientific explanations and theories are refined or replaced. 6.4 The student can make claims and predictions about natural phenomena based on scientific theories and models. 6.5 The student can evaluate alternative scientific explanations. 7.1 The student can connect phenomena and models across spatial and temporal scales. 7.2 The student can connect concepts in and across domain(s) to generalize or extrapolate in and/or across enduring understandings and/or big ideas. Instructional Activities and Assessments (Monday through Friday) Guided Notes Chapter 11 and 12: HOW CELLS DIVIDE and SEXUAL REPRODUCTION & MEIOSIS PPT Chapter 11 and 12: HOW CELLS DIVIDE and SEXUAL REPRODUCTION & MEIOSIS Cell Cycle Regulation POGIL p.161 Meiosis POGIL Investigation 7: Cell Division: Mitosis and Meiosis (LabBench—Cell Division for supplemental) Chapter 11 and 12 Test Guided Notes Chapter 13: PATTERNS OF INHERITANCE PPT Chapter 13: PATTERNS OF INHERITANCE Genetics Problems POGIL (Chi-sqaure) Chi-square (corn crops) Fruit Fly Genetics Simulation Activity Chapter 13 Test Guided Notes Chapters 14, 15, and 18: GENES AND HOW THEY WORK, THE GENETIC MATERIAL (DNA), and CONTROL OF GENE EXPRESSION PPT Chapters 14, 15, and 18: GENES AND HOW THEY WORK, THE GENETIC MATERIAL (DNA), and CONTROL OF GENE EXPRESSION BioCoach Activity _From_Gene_to_Protein:_Transcription_ Self quiz Gene Expression—Transcription POGIL p. 125 Gene Expression—Translation POGIL p.133 DNA Replication and Protein Synthesis (Modeling) Activity Genetic Mutations POGIL p.141 Molecular Approach to Understanding the HIV virus Activi ty Control of Gene Expression in Prokaryotes POGIL p.151 BioCoach Activity _The_lac_Operon_in_E._coli:_Introduction_ Self quiz Lac Operon: Turning On Your Genes Activity Kit Chapter 14, 15, and 18 Test March 1st Guided Notes Chapters 16: Gene (DNA) Technology PPT Chapters 16: Gene (DNA) Technology Guided Notes Chapters 16: Gene (DNA) Technology Investigation 8: Biotechnology: Bacterial Transformation (BioLab) Investigation 9: Biotechnology: Restriction Enzyme Analysis of DNA (Lab 13 –Restriction Enzyme Simulation supplemental) Chapter 16 Test March 10th Chapter Tests and Quizzes will be announced at appropriate times!! **Lesson Plans Subject to Change According to Student Needs 5