How can knowledge of genetics help feed the world?

LS2: How are traits passed down from generation to generation?

Vocab: reproduce sexually (sexual reproduction): reproduction that combines in the offspring the
female and male traits of the parents or parent
offspring: the descendants of a person, animal,or plant
pollination: the delivery of pollen to the female part of the plant
fertilization: the fusion of the cell that contains the male traits with the cell that contains the
female traits
pollen: a structure in flowering plants that has cells that contain the male traits
ovary: the part of the plant that makes the cells containing the female traits
carpel: the female part of flowers
stigma: the top part of the carpel where the pollen is deposited
style: the slender, tubelike part of the carpel
ovule (egg cells): a tiny, egg-like structure in flowering plants that contains the female traits and
develops into a seed after fertilization
pistil: the female reproductive organ of a flower; may be made up of a single carpel or of two or
more fused carpels
stamen: the male part of the flower
anther: the structure on the stamen of flowers where pollen and sperm are produced.
sperm cells: structures that contain the male chromosomes
petal: a flowers outer protective covering, usually colored. Used also to attract insects and animals
for pollination
sepal: a flowers outer protective covering, usually green
receptacle: the main stem of a flower
cross-pollination: the transfer of pollen on one plant to the female part of another plant
self-pollination: the transfer of pollen on one plant to the female part of the same plant.
Inherit: receive traits from previous generation
Inheritance: the passing down of traits from one generation to the next
Expressed (to express): shown (to show)
Blending: an equal mixing of traits
cross: to breed two different varieties of plants to produce offspring with a mixture of traits
from the two parents
Theory: a broad explanation that is strongly supported by a body of evidence
True-breeding: organisms that always pass their traits on to the next generation
Hybrid: The offspring of the cross between parents with different traits
Chromosomes: strands of genetic material inside the cell that contain information that codes for
the traits of an organism
Genetic material: genetic information in an organism that is passed down from generation to
generation
Gene: the location on the chromosome that contains the instructions for a particular trait
Alleles: different forms of a gene
Dominant: the allele that masks the expression of the recessive allele
Recessive: the allele whose expression is masked by the dominant allele
Phenotype: the physical characteristics of an organism
Genotype: the genetic makeup of an organism
Homozygous: when an organism has two identical alleles for a particular gene
Heterozygous: when an organism has two different alleles for the same gene
Incomplete dominance: one allele of a pair cannot completely hide the traits of its partner; this
results in a blending of traits in the offspring
Co-Dominance: neither allele of a pair hides the other. Both alleles are dominant to the same
extent; no blending occurs
 How can knowledge of genetics help feed the world?

Multiple alleles: more than two alleles for the same gene
Probability: the chance that something will happen
Punnett square: a tool scientists use to investigate the possible combinations of genetic crosses
P generation: the parental generation in a breeding
F1 generation: the first generation of offspring from a breeding
F2 generation: the second generation of offspring from a breeding
Cystic fibrosis (CF): hereditary disease that causes the body to produce thick, sticky mucus in the
lungs, liver, pancreas, and intestines
Mucus: a secretion of the body
Chest physiotherapy: a treatment used for removing the thick mucus that forms in the lungs of
a person with CF
Mutation: changes to the genetic material of an organism
Huntingtons disease: a fatal genetic disease caused by a dominant allele, which affects the
nervous system
Sickle-cell anemia: a genetic disease, carried by a recessive allele, that affects the ability of the
blood cells to carry oxygen
Anemia: a low number of red blood cells, which carry oxygen in the blood to the body cells
Jaundice: a condition when pigments from the gall bladder invade the blood. The skin and eyes
become yellow.
Adult Leukemia: cancer of the white blood cells in adults.

2.1 investigation:
My Reeze-ot Traits Pg. 41
Trait Your letter combination How the trait looks in your
Reeze-ot

Trait H Hh Plant is tall

Height

Trait G Gg Leaves are green

Color of leaves

Trait L Ll Plant has 2 leaves

Number of leaves

Trait S Ss Plant has 2 spikes

Number of spikes

Trait D Dd Plant is not resistant to

Resistance to drought droughts

Trait R Rr Plant is not resistance to

Resistance to pests pests

Trait Q Qq Medium amount of starch in

Amount of starch in seeds seeds.

Trait C cc Small amount of seeds in

Numbers of seeds in each each spike
spike
 How can knowledge of genetics help feed the world?

d insertIllustrate
a pictureyour
of it,PLANT-LIKE
or use Reeze-ot here (
):

Stop and Think Pg.43

1. What similarities and differences do you expect to see when you look at all the Reeze-ots that
have been built?
Similarities and differences I expect to see when looking around the room at other Reeze-ots
would be number of leaves, color of leaves, number of spike, amount of seeds on spike, and height
of plant.
2. Why do you expect to see those similarities and differences? Discuss the answers to these
questions with your partner, and be prepared to present your answers to the class.
I expect to see these similarities and differences because these are traits that are clearly visible
on a plant. Also because when choosing trait letter combinations we had random ones so other
groups could have one trait the same as ours or different.
Reeze-ot comparison: Investigation Expo Pg. 43
Trait Letter How that trait Letter How that trait
combination looks in that combination of looks in that
of Reeze-ot close Reeze-ot Reeze-ot across Reeze-ot
to you the room

Trait H HH Plant is tall with Hh Plant is tall with

Height 3 sections a tall stem

Trait G gg Leaves are white Gg Leaves are

Color of leaves colored green

Trait L LL Plant has 2 LL Two leaves on

Number of leaves leaves the drawing

Trait S ss Plant has 1 spike Ss Two spikes

Number of drawn
spikes

Trait D dd Plant is resistant dd Resistant to

Resistance to to droughts but drought so it has
drought doesn't show it in a green collar
drawing which means it
is watered

Trait R Rr Plant is resistant Rr Not resistant to

Resistance to to pests so it pests so it has
pests doesnt have pest near the
pests on it plant

Trait Q Qq There is medium QQ Has high starch

Amount of amount of starch content so it say
 How can knowledge of genetics help feed the world?

starch in seeds so the seeds are it near the seeds

more yellow than
usual

Trait C cc Small amount of Cc The two spikes

Numbers of seeds so they both have three
seeds in each have 3 seeds on seeds each to
spike the spike show small
amount of seeds
on plant

Reflect Pg.44
1. When your Reeze-ot was very similar to another, how similar were the letter-trait
combinations?
The Reeze-Ot in the across the room column was the most similar to my Reeze-Ot. The letter
traits that were the same were Hh, Gg, Ss, and Rr these are half of the traits and they were
similar to mine.
2. When your Reeze-ot was very different from another, how different were the letter-trait
combinations?
The Reeze-Ot that was in the close to you column was very different from mine. The letter traits
that were different would be that their Reeze-Ot has HH, gg, LL, ss, and dd and these are half the
traits.
3. Where do you think the variations in the Reeze-ots come from? How could they be so similar
but so different?
I think the variations in the Reeze-Ots come from that since we picked random letters and paired
them to make our letter combination we would have different combinations but since there is a
limited amount of combinations some other Reeze-Ots are going to have similar traits/ letter
combinations.

Project Board Contributions Pg.44:

How can knowledge of genetics help feed the world?

What do I think I What do I need What am I What is my What does it

know? to investigate? learning? evidence? mean for the
question?

I think I know I need to

that plants can investigate
have different maybe the
combinations of limited number
traits and a of traits in a
certain amount plant that work
of traits in each together if we
that can be have all the good
together and not traits mixed
affect each other together and if
they can cross
 How can knowledge of genetics help feed the world?

each other out or

affect each other.
2.2 Investigation:
My dissection

Parts of the flower

Name of Flower Part Description

Anther Tip of the Stamen that produces pollen containing

Filament Slender, stalk like part of the stamen that supports the anther

Ovary Swollen base of the pistil that contains the ovule (s)

Ovule (s) Egg (s) that develop into seed (s) after they are fertilized

Petals Colorful leaflike parts that attract insects and other animals for
pollination

Pistil The pistil is what the stigma, style, ovary, and ovule make up

Sepals Leaflike parts that enclose the flower during the bud stage

Stamen The stamen is what the anther and filament make up

Stigma Sticky tip of the pistil where pollen grains land

Style Stalk like part of the pistil that connects the stigma to the ovary

Stop and Think Pg.47

1. On your diagram, identify the parts of your plant that are used in pollination.
The parts that are used in pollination would be the Anther, petals, stamen,and filament.
2. On your diagram, identify the parts of your plant that are used in fertilization.
The parts are used in fertilization Style, ovary, ovule, and stigma.
3. Describe the process through which pollination and fertilization work to pass on traits.
Pollen carries the male cells to the female part of a plant, its ovary. The male cells inside the
pollen contain the male traits. After pollination, fertilization takes place. A cell from inside the
pollen fuses with a cell from the ovary, which contains the female traits. This fusion takes place
 How can knowledge of genetics help feed the world?

inside the ovary, the plant structure that makes female cells. The processes of pollination and
fertilization result in seed formation.
Project Board Contributions Pg.48:
How can knowledge of genetics help feed the world?

What do I think I What do I need What am I What is my What does it

know? to investigate? learning? evidence? mean for the
question?

I think I now I think we need We are learning My evidence is

know that in a to investigate about the that in this
flower or plant more on how process of how investigation we
they have parts each specific trait pollination and identified and
to reproduce and is passed down fertilization work dissected a
they all work and if their is a together in a flower to see the
together to make thing that flower to pass different parts
a new seed for a affects the trait down a trait. and read what
new plant and through the each part does to
how each trait is process and do help with the
passed down they affect each process.
through these other if to many
parts. or many of
certain traits.
Advanced dissection
New words and basic terms:
Tepals: referring to the petals and sepals which look similar and are indistinguishable in
appearance

Basic Floral organs:

Arrangement of floral parts:

 How can knowledge of genetics help feed the world?

Pistil:

Stamen:

2.3 investigation:
 How can knowledge of genetics help feed the world?

Reflect pg. 53
Answer the following questions in your group and prepare to discuss the answers in your class.
Use evidence from your reading and your Reeze-ot building activity to support your answers.
1. Mendel was a scientist who lived a long time ago. But Mendel used the same processes
scientists use today. What scientific processes did Mendel use to make his discoveries?
The scientific processes that Mendel used to make his discoveries would be that he made
predictions before his experiment to see if his thoughts were correct or not. He also asked
questions to extend his research and if those answers to the questions were helpful or not. He
also wrote questions for each experiment so he knows what to study and experiment with.
Mendel also observed the peas before doing any experiments so he could ask questions and write
his predictions.
2. Why do you think Mendel saw more variation as he crossed more plants and produced more
generations of plants?
I think Mendel saw more variation when he crossed and produced more generations of plants
because let's say you mix a red and white flower and it turns out pink if that one produces with
white the pink still has the red gene and the white gene so it could be pink,white, or red so as he
keeps mixing them the genes show up again.
3. How would you carry out crosses to find out if a certain trait in a plant masked another trait?
You could look into the plants genetics to see what traits mask other traits. For example look at
the letter combination or the letter combinations it took to make the thing you are figuring now
and make a punnett square.
4. How would you carry out crosses to find out if a certain trait in a plant was masked by
another trait?
You could do the same thing as question 3 states.

Stop and Think pg.57

Answer the following questions. Be prepared to discuss your answers with the class.
1. How do a chromosome, a gene, and an allele differ? How are they similar?
Chromosomes are strands of genetic material that determine what traits the organism has.
Gene are located on the chromosome that contains the instructions for a particular trait.
Alleles are different forms of a gene. They are similar because they are all on one type of thing
or is that thing which is the chromosome.
2. Short stems are recessive in pea plants. If a pea plant is short, is it homozygous or
heterozygous? Justify your answer.
The pea plant is heterozygous because if the short stem is recessive that means its masked by
the dominant trait which is a tall stem so the letter combination is Tt and when they have two
different alleles for a trait (Tt), they are called heterozygous
3. Green pod color, G, is dominant over yellow pod color, g. What genotypes are possible for the
phenotype with green pods?
The possible genotypes are GG,gg, and Gg.

Project Board Contributions Pg.57:

How can knowledge of genetics help feed the world?

What do I think I What do I need What am I What is my What does it

know? to investigate? learning? evidence? mean for the
question?

We are learning My evidence

 How can knowledge of genetics help feed the world?

more about the would be that in

trait genetics the book we read
and why a about
certain trait chromosomes,the
happens and start of genetics
what is and basic stuff
happening and someone
what are the experimented to
different parts find out more.
we have named We also read
but are more about how pea
going into depth plants work and
about what they how the genetics
do in the plant. go with that to
understand.

Reflect Pg.60
Discuss the following questions in your class:
1. What is the difference between first and second generation offspring when characteristics are
inherited through incomplete dominance? Think about the snapdragons. How does incomplete
dominance make predicting the outcome of crossing plants more difficult?
For example when you cross red snapdragon flowers with white snapdragon flowers, the
offspring are all pink flowers in the first generation. But unlike what the theory of blending would
predict, the results of the second generation show a lot of variety, including red, white, and pink
flowers. Because incomplete dominance is when an allele of a pair does not completely hide the
other. Instead, the alleles work together to produce a different product. Incomplete dominance
makes predicting the outcome of crossing plants more difficult because if the plant still has that
trait and keeps crossing eventually itll pop up and make a different color but you wont know how
many crosses it can take.
2. Some science happens by chance; sometimes scientists get lucky. Mendel studied traits that
were inherited only through pure dominance. How difficult would Mendels task have been if he
had chosen a trait that was inherited through co-dominance? Why?
Mendels task would have been harder if he chose a trait inherited through co-dominance because
co-dominance is when neither allele of the gene masks the other. In other words, both are
dominant. So mendel wouldnt know about the recessive and dominant trait for example which is
Tt he would just see that both traits are dominant.

2.4 investigation:
Exploration 1: Cross two homozygous parents
Punnett d d
square

D Dd Dd

D Dd Dd
a) What are the possible genotypes of all the offspring?
Heterozygous
 How can knowledge of genetics help feed the world?

b) What are the possible phenotypes of all the offspring?

Detached
c) What percentage of offspring would probably have detached earlobes?
100%
d) What percentage of offspring would probably have attached earlobes?
0%

Exploration 2: Cross a heterozygous parent and a homozygous recessive parent

Punnett w w
square

W Ww Ww

w ww ww
a) What are the possible genotypes of the offspring?
Heterozygous and homozygous recessive
b) What percentage of the offspring of these two parents would probably be homozygous for
the dominant allele? What type of hairline will they have?
0%
c) What percentage would probably be heterozygous? What type of hairline will they have?
50%
d) What percentage would probably be homozygous recessive? What type of hairline will they
have?
50%
e) What percentage of the offspring from these two parents would probably have the
phenotype of widows peak?
50%

Exploration 3: Cross a heterozygous parent and a homozygous dominant parent

B b

B BB Bb

B BB Bb
F1 generation
B B

B BB BB

B BB BB

B b

B BB Bb

B BB Bb
 How can knowledge of genetics help feed the world?

B b

B BB Bb

b Bb bb
a) What are the possible genotypes of the offspring?
Homozygous dominant, homozygous recessive and heterozygous
b) What percentage of the offspring of the F1 generation would probably be homozygous for the
dominant allele? Will they be resistant to blight?
58.331%
c) What percentage would probably be heterozygous? Will they be resistant to blight?
33.333%
d) What percentage would probably be homozygous recessive? Will they be resistant to blight?
8.333%
e) What percentage of the offspring from the F1 generation would probably have the phenotype
of blight resistance?
91.663

2.5 investigation:
Plan Procedure pg.67-68
1. First, assume that the white trait is dominant and use W to represent the dominant allele.

If white rice is dominant, how many genotypes can it have? Why?

Heterozygous and homozygous dominant.
If white rice is dominant, what will be the genotype or genotypes of red rice?
Homozygous recessive
2. Now, assume that the white trait is recessive, and use w to represent the recessive allele.

If white rice is recessive, how many genotypes can it have? Why?

Homozygous recessive.
If white rice is recessive, what will be the genotype or genotypes of red rice?
Heterozygous and homozygous dominant.

Stop and Think pg.68

 How can knowledge of genetics help feed the world?

1. Like Mendel did with the peas, the farmers will need to cross-pollinate their plants. In flowering
plants, like rice plants, it is necessary to mix the pollen and ovules to produce flowers that form
into rice seeds. You might suggest to the farmers to combine Rice A and Rice B. Describe the
process they should follow. Will they pollinate Rice A with the pollen of Rice B, or will they
pollinate Rice B with the pollen of Rice A or both? Think, too, about how fast the process has to
happen. Rice pollen lives for only a few minutes, and rice plants are very difficult to cross pollinate.
First they should blend the pollen of Type B rice with the ovule of the Type A red rice.
2. Once the first generation of rice plants is grown, you will be able to see the seeds that were
produced by your crossings. What will you be able to tell from these seeds? How will you
determine if white is dominant or recessive? Describe how it might be possible for the rice to be
red but have alleles for white or be white and have alleles for red?
You can tell if the white is dominant or recessive in the offspring seeds because if you gather the
seeds and find the percentage of the white and red seeds all together and see on a punnett
square to see if white is dominant or recessive.
3. How could you use one more generation to get a better idea of the genotypes of each of the
seeds you could get from the first generation? Remember to use Punnett squares to try out
different ideas and be sure to label them.
You could use one more generation to get a better idea of the genotypes by seeing which trait
shows up or shows up more in the next generation and make punnett's squares to see what the
combinations of the offspring with others will get you.

Design your procedure Pg. 69

Criteria Constraints

We must explain each step for the farmers to We don't know in the Type A or Type Brice
do in the experiment. which color white or red is dominant when we
combine them

Procedure and data

Write detailed First they should blend the pollen with the ovule of the red rice plant.
instructions for how to They should plant the seeds in a flooded area with a good climate.
conduct the They should record how long the rice takes to grow, how much rice is
experiment. You need made, and which type of rice is the most abundant.
to include: They should grow 3 generations of rice plants.
how the farmers will
carry out the
cross-pollination (Be
specific in your
instructions on how to
cross the pollen and
ovules.)
how they should
plant the seeds
what data they
should record
how many
generations of rice
plants they should
 How can knowledge of genetics help feed the world?

grow
2.6 investigation Pg.72:

Analyze Your Data Pg.73

With your group, use these questions to guide your analysis of the data. Return to your Rice Field
Procedure Planning page and the class procedure page to remember important parts of the
procedure. You will also be using the Punnett Squares you drew earlier to help you develop
answers to the questions.
1. The farmers began by pollinating TypeA rice ovules with TypeB pollen and TypeA rice pollen
with TypeB rice ovules. What were the results of this part of the experiment? How does that
affect further experiments they might do?
The results were that no matter if it was Bs ovules or pollen the results were the same whatever
way you cross them. It affects further experiments because it did change the results depending
on which generation of rice you bred and which color of offspring.
2. The farmers grew the four hybrid plants (the F1 generation) by crossing Type-A and Type-B rice,
and then they observed the results. Why do you think the rice in this generation is all one color?
What do these results tell you about the phenotypes of the seeds?
All of the offspring were red because the red rice grains were the dominant trait, and with one
generation, it was not enough time to get changes in the genetic chain. The red trait masked the
white trait, so by breeding many generations the white was unmasked.
3. Use a Punnett square to analyze the data from the field experiment. How do the genotypes of
the F1 generation compare to the phenotypes? Which genotypes have which phenotypes? Can you
determine from this crossing whether the white trait is dominant or recessive? Why or why not?
R R

r Rr Rr

r Rr Rr
 How can knowledge of genetics help feed the world?

The genotypes of the F1 generation compared to the phenotypes because the punnett square
shows that all the hybrids color would be red. The dominant trait is red because in the offspring
picture all of them were red so the one punnett square combination that does that is that one so
red trait is dominant,
4. The farmers then crossed the F1 plants to produce another generation. The results are in the F2
boxes. Each crossing is a little different. Use a different Punnett square to show the results of
each crossing. Which genotype combinations gave the results shown in the F2 boxes?
R r

R RR Rr

r Rr rr
Homozygous Dominant- 25% Red grains
Heterozygous- 50% Red grains
Homozygous recessive- 25% White grains
6. How do the data from the field experiment help you answer the question: How can you produce
a hybrid of TypeA rice that has white grains?
The field experiment helped me answer the question of how can you produce a hybrid of Type-A
that has white grains by seeing how different dominant or recessive punnett squares will give
what trait to the rice and help understand what else we can do to make the hybrid rice farmers
need.

Trait Parent 1 Parent 2

Height Hh Hh

Color Of Leaves Gg gg

Number Of Leaves LL ll

Number Of Spikes Ss Ss

Resistance To Drought Dd Dd

Resistance To Pests rr Rr

Amount Of Starch If Seeds Qq Qq

Amount Of Seeds In Each Spike Cc cc

 How can knowledge of genetics help feed the world?

7
Reeze-ot Alleles

Height Leaf Leaf Number Resistan Resistan Amount Number

color number of t to t to of of seeds
spikes droughts pests starch

Female Hh Gg Ll Ss Dd Rr Qq Cc
parent Plant is Leaves 2 leaves 2 spikes Not Not Medium Medium
genotyp tall are resistan resistan amount number
e and green t t of of seeds
phenoty starch
pe

Male Hh gg ll Ss Dd Rr Qq cc
parent Plant is Leaves 1 leaf 2 spikes Not Not Medium Small
genotyp tall are resistan resistan amount number
e and white t t of of seeds
phenoty starch
pe

ReezeOt Hh Gg Ll Ss Dd Rr qq cc
offsprin Plant is Leaves 2 leaves 2 spikes Not Not Low Small
g- A tall are resistan resistan amount number
 How can knowledge of genetics help feed the world?

genotyp green t t of of seeds

e and starch
phenoty
pe

ReezeOt hh gg ll Ss Dd rr Qq Cc
Offsprin Plant is Leaves 1 leaf 2 spikes Not Not Medium Medium
gB short are resistan resistan amount number
genotyp white t t of of seeds
e and starch
phenoty
pe.

Build your offspring Reeze-ots Pg. 79

Analyze Your Results Pg.79

Every member of your class built a different Reeze-ot offspring from the same male and female
parent. The Reeze-ot offspring you just built are the first generation of Reeze-ots from these
parents. Answer these questions using the Reeze-ots you and your partner just built.
1. How are the phenotypes and genotypes of the two Reeze-ot offspring similar to each other?
How are they different? Support your answers with evidence from your Parent and Offspring
Reeze-ot Traits page.
The two reeze-ots I made both were similar in the way that they both werent resistant to
droughts or pests, and they also both have two spikes. Some differences between them would be
that one has 2 green leaves the other has 1 white leaf. B is short and A is tall. B has medium
amount of seeds with medium amount of starch. A has a small amount of seeds with low
amount of starch in them.

2. How are the phenotypes and genotypes of the two Reeze-ot offspring similar to the parent
Reeze-ots? How are they different? Support your answers with evidence from your Parent and
Offspring Reeze-ot Traits page.
The genotypes of the two offsprings were similar to their parents because they all were not
resistant to droughts and pests. A phenotype that was similar would be that they all have 2
spikes. In the genotype they are different in would be that the male parent, female parent, and
offspring B they all had medium amount of starch in the seeds, but offspring A had a low starch
amount. A phenotype that is different would be that the male parent, female parent, and
offspring A were all tall, but offspring B was short.

3. Everyone in your class built one Reeze-ot using the traits of the same pair of parents. How
much similarity and difference among Reeze-ot offspring do you think there will be when you
look at the Reeze-ots built by your classmates?
I think there will be a lot of similarities here and there between the class reeze-ots because if we
all used the same parents we had to flip a coin which is 50/50 of which trait it will get so there
will be some similar traits and some that have mostly all the traits of one of yours.
 How can knowledge of genetics help feed the world?

4. How do the actual results of your offspring Reeze-ots compare to the predicted results? Did you
always have the most probable genotype? Phenotype?
I dont think I always got the most probable genotype or phenotype because for example in height
the punnett square showed that there will be a 75% chance of the offspring being tall and in
offspring A it was tall, however in offspring B the plant was short. The same thing goes for
amount of starch in seeds because the punnett square showed there being 75% chance of
medium starch amount and offspring B had medium starch amount, but offspring A had low
starch amount in the seeds.

Reflect Pg. 80-81

Now think about the traits the Reeze-ot offspring will have in the next generation and answer
the following questions. Be prepared to present your results to the class.

1. With your partner, look at the trait your first-generation Reeze-ots (the offspring you built)
have for resistance to drought. Using a Punnett square, cross your two first-generation Reeze-ots
for this trait. The results of the cross are second-generation Reeze-ots. What are your results?
How many of these new Reeze-ots are resistant to drought? How many are not? How do these
second-generation Reeze-ots differ in this trait from the first generation? Learning Set 2 How
Are Traits Passed Down From Generation to Generation?

2. Using Punnett squares, carry out crosses for each of the other seven traits on your
first-generation Reeze-ots. What are your results? How do these second-generation Reeze-ots
odiffer in these traits from the first generation?
Height: Homozygous Recessive
Color Of Leaves: Heterozygous
Number Of Leaves: Homozygous Recessive
Number of Spikes: Homozygous Dominant

3. How did the traits change as you used Punnett squares to produce a second generation of
Reeze-ots from the first generation? Did you see more variation or less variation? Why?

4. What do you think would happen if you crossed the second generation to produce a third
generation? Would you see more or less variation in traits?

What are some genetics disorders you have heard of? Are there any that you are familiar with?
Trisomy 21, Cystic Fibrosis, Paralysis, Scoliosis, Autism, Sickle-Cell Disease, Huntington's Disease,
Parkinson's Disease, Hemophilia, Dwarfism, Duchenne muscular dystrophy.

Reflect Questions - Pg 86.

 How can knowledge of genetics help feed the world?

1. Cystic fibrosis (CF) is carried by a recessive allele. A person with CF has two recessive alleles
for this trait (cc). Use a Punnett square to determine the percent of offspring that could
have CF if parents, who both have the recessive allele (Cc), has offspring.

C c

C CC Cc

c Cc cc
25 percent of the Punnett square is cc (dominant). 25 percent of the offspring will have CF, if both
parents had the recessive allele.
75 percent of the offspring will not have CF, if both parents had the recessive allele.

2. Derek has cystic fibrosis (CF). Even though he has the disease and has to have chest
physiotherapy and medication every day, he still does many of the things other kids do. If
you met Derek, what would you ask him about living with CF? Would you ask him which
sports he likes to play? What other things might you ask him?
If I met Derek, I would ask him what specific things that CF prevents him from doing. Or does it
not prevent him from anything? How much effort does it take to deal with CF?