Student Name: I.D. Number: Project 2 Evaluation 32 Biology 1 (SCIH 025 061) Be sure to include ALL pages of this project (including the directions and the assignment) when you send the project to your teacher for grading. Don’t forget to put your name and I.D. number at the top of this page! Use Online Submission This project contains a total possible 100 points and counts for 14% of your final course grade. This project contains 3 parts: • Part A is explained in the following paragraphs. It is worth a possible 60 points. Save this part of the project as SCIH02506132Project2A • Part B is your Lab Report from Lesson 9.3. It is worth a possible 20 points. Save it as SCIH02506132Project2B • Part C is your Lab Report from Lesson 11.1. It is worth a possible 20 points. Save it as SCIH02506132Project2C To complete this project, and submit it electronically, you will need to download and save this editable copy of Project 2, Part A on your computer. *Be sure that all the parts of this project that are completed in your word processing are saved as either .doc or .rtf for uploading. **If you choose to submit your project by mail, see the Mail Submission instructions under the Project Submission link on your online course access portal homepage or in the front of your print syllabus. Part A (possible 60 points) Objective: Demonstrate a complete understanding of the structure of DNA, its role, how it accomplishes its job, how errors in the DNA happen, and what the consequences of those errors might be. Your job is to choose a physical trait that you exhibit or have an interest in learning more about. Remember a ‘physical trait’ doesn’t necessarily need to have an outward appearance. An example of this is red/green colorblindness. Explain this trait’s existence: what is the trait’s inheritance Project 2 SCIH 025 pattern? Is it a dominant or recessive trait? Does this trait follow simple Mendelian rules of inheritance or is it a sex-linked trait, a polygenic trait, or exhibit incomplete dominance or codominance. Discuss whether the trait will be passed on to your child. What would be the possible cause(s) and consequence(s) of a mutation in the gene(s) that code for this trait? This explanation should be in one of the following forms: 1. a minimum 500 word essay, 2. a 2-3 page brochure, 3. a multipage, multimedia website, or some other format that you feel adequately covers all the project requirements, and that can be submitted using the tools available to you. DO NOT just fill in the outline. You are expected to create a project using the outline. Resources: should include information from your course syllabus, your text: Glencoe Biology Chapters 10, 11, 12, and 13 (and any assignments from those chapters), technical vocabulary from the course, and other resources that you can locate on your own (these should be listed in your paper). The paper should be written as if to inform someone who has no knowledge of this subject. Feel free to include drawings or illustrations to make your point. Project Outline: I. DESCRIBE the trait (5 pts) and its heritability pattern (5 pts). II. EXPLAIN the role of DNA in causing you to have this trait. A. From where did you get the DNA? 1. Describe the production of the gametes from which you developed. You are describing how they are produced. The naming of this process is not sufficient here. You must describe this process. (5 pts) 2. How does the DNA copy itself so that all of your cells have the same DNA sequences? (Hint! You may want to outline this in a step-wise manner. Don’t forget to discuss the leading and the lagging strand). (5 pts) 3. All cells in your body do not exhibit all of the traits you have, yet they all have the same DNA. Explain this. (5 pts) B. HOW does the DNA cause the trait? (What does DNA tell the cell to do?) 1. Describe the process in which DNA sends the instructions out of the nucleus? Again, you are not just naming this process and its products. (5 pts) 2. Describe the process of protein synthesis. (5 pts) III. PREDICT whether your child will have this trait. A. How much of your genetic material is passed on to your child? (5 pts) B. How could you pass a trait on to your child that you do not exhibit? (5 pts) Project 2 SCIH 025 IV. DESCRIBE the consequences of a change in your DNA. A. What type of environmental factors cause a change in DNA and what is this change in DNA called. In addition, please provide and explain at least 3 examples of mutation types (not the associated disorder). (Hint! See table 12.3 for examples) (5 pts). B. What kind of change in DNA would affect you? (Hint! Think about this on a cellular level) (5 pts) C. What kind of change in DNA would affect your child? (Hint! Think about this on a cellular level) (5 pts) Detailed instructions for submitting projects for grading can be found under the Project Submission link on your online course access portal homepage and in the front of the print course materials. Project 2 SCIH 025 Lab Report Complete this Lab Report and save it with your course materials. Lesson 9.3 – Blocking UV Rays ***You will submit this Lab Report as part of Project 2. It is worth a possible 20 points. See Project 2 for further instructions. For this lab you will need UV beads that are sensitive to ultraviolet (UV) light. They change color when exposed to ultraviolet rays. Ultraviolet rays are a known carcinogen, and are frequently implicated in skin cancer. Your job is to evaluate the effectiveness of various substances at blocking UV radiation. Materials: 20 UV beads glass 1 oz sunscreen (any spf) water t-shirt (or a 3x3 in. piece of t-shirt material) watch or clock with a second hand sunglasses Procedure: For each test, you will want to measure the length of time it takes for the bead to change color in full sunlight, when protected by the substance you are testing. You will need to perform this experiment outdoors, in full sunlight. Use 3 or 4 UV beads for each test. For each test, hold the item directly over the beads to screen it from the Sun, in such a way that you can view the bead from the bottom to observe any color change. For the t-shirt test, use only one thickness. For the water, you can immerse the beads in a cup of water. You should save the sunscreen test until last, because the sunscreen may be difficult to wash off of the beads. You may want to try more than one strength (spf) of sunscreen. Feel free to add rows to the data table for different spf’s of sunscreen if you use them. Analysis: Before you begin, answer question 1. Then, collect and record your data in the following chart and answer question 2. 1. Which substance do you think will be most effective at blocking UV rays and why? (5 pts) Lab Report 1 SCIH 025 Data table (10 pts) Material being tested Time in seconds for bead to change color completely Tee shirt Sunglasses Glass Water Sunscreen SPF _____ UV Beads without protection Other 2. Based on your data which substance was most effective at blocking UV rays? (2 pts) Provide a scientific explanation as to why this substance was the most effective at blocking UV rays. (3 pts) You may need to do some online research to answer this question. Lab Report 2 SCIH 025 1 2 t 1 Figure 11.3 This pedigree illustrates the inheritance of a dominant disorder. Note that affected parents can pass on their genes (112, 115), but unaffected parents cannot have an affected child (1112) 5 6 II 7 3 2 III 2 The pedigree in Figure 11.3 shows the inheritance of the dominant genetic disorder polydactyly (pah lee DAK tuh lee). People with this disorder have extra fingers and toes. Recall that with dominant inheri- tance the trait is expressed when at least one dominant allele is present. An individual with an unaffected parent and a parent with polydactyly could be either heterozygous or homozygous recessive for the trait . Each unaffected person would be homozygous recessive for the trait. For example, in Figure 11.3, individual 12 has polydactyly, indi- cated by the dark circle. Because she shows the trait, she is either homozygous dominant or heterozygous. It can be inferred that she is heterozygous—having one dominant gene and one recessive gene- because offspring 113 and 114 do not have the disorder. Notice that I16 and I17, two unaffected parents, have an unaffected offspring—1112. What can be inferred about II2, based on the phenotype of her parents and her offspring? Mini Lab 11.1 Investigate Human Pedigrees Where are the branches on the family tree? Unlike some organisms, humans reproduce slowly and produce few offspring at one time. One method used to study human traits is pedigree analysis. Procedure 1. Read and complete the lab safety form. 2. Imagine that you are a geneticist interviewing a person about his or her family concerning the hypothetical trait of hairy earlobes. 3. From the transcript below, construct a pedigree. Use appropriate symbols and format. "My name is Scott. My great grandfather Walter had hairy earlobes (HES), but great grandma Elsie did not. Walter and Elsie had three children: Lola, Leo, and Duane. Leo, the oldest, has HEs, as does the middle child, Lola; but the youngest child, Duane, does not. Duane never married and has no children. Leo married Bertie, and they have one daughter , Patty. In Leo's family, he is the only one with HES. Lola married John, and they have two children: Carolina and Luetta. John does not have HEs, but both of his daughters do.' Analysis 1. Assess In what ways do pedigrees simplify the analysis of inheritance? standing of constructing and analyzing human pedigrees? 2. Think Critically Using this lab as a frame of reference, how can we put to practical use our under- 300 Chapter 11 Complex Inheritance and Human Heredity
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