Unit 3 Biology

Unit 3 Resources
Genetics
A GLENCOE PROGRAM
BIOLOGY
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Glencoe/McGraw-Hill
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ISBN 13: 978-0-07-874607-9
ISBN 10: 0-07-874607-8
Printed in the United States of America
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Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Copyright by The McGraw-Hill Companies, Inc. All rights reserved.

Permission is granted to reproduce the material contained herein on the condition
that such material be reproduced only for classroom use; be provided to students,
teachers, and families without charge; and be used solely in conjunction with the
Glencoe Biology program. Any other reproduction, for use or sale, is prohibited
without prior written permission of the publisher.
Table of
Contents
To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Unit 3 Genetics
Reproducible Student Pages
Student Lab Safety Form . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 10
Sexual Reproduction and Genetics . . . . . . . . . . . . . . . . . . . 2
Chapter 11
Complex Inheritance and Human Heredity . . . . . . . . . . . . . . . 37
Chapter 12
Molecular Genetics
. . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Chapter 13
Genetics and Biotechnology . . . . . . . . . . . . . . . . . . . . . . 111
Teacher Guide and Answers

Chapter 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Chapter 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Chapter 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Chapter 13. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
iii
To the Teacher
This unit-based booklet contains resource materials to help you teach this unit more
effectively. You will find the following in the chapters:
Reproducible Pages
Hands-on Activities
Launch Lab, MiniLab, and BioLab Worksheets: Each activity in this book is an expanded
version of each lab that appears in the Student Edition of Glencoe Biology. All materials lists, procedures, and questions are repeated so that students can read and complete
a lab in most cases without having a textbook on the lab table. All lab questions are
reprinted with lines on which students can write their answers. In addition, for student
safety, all appropriate safety symbols and caution statements have been reproduced on
these expanded pages. Answer pages for each Launch Lab, MiniLab, and BioLab are
included in the Teacher Guide and Answers section at the back of this book.
Extension and Intervention

Diagnostic Test: Each Diagnostic Test provides an opportunity for students to predict
answers to questions about the chapter content based on what they already know. The
students decide on one of the possible answers given, and then explain their reasoning. Answers to the questions and explanations for student preconceptions are given in
the Teacher Guide and Answers section. These student predictions to the questions will
allow you to design your lessons to meet the students needs.
Enrichment: Enrichment pages offer research activities to students who need additional
challenges. There are three types of Enrichment activities: Diagramming, Analyze a
Problem, and Group Project. Diagramming activities have students use resources to
draw and label their own diagrams. Analyze a Problem activities have students research,
discuss, and write about specific topics. Group Project activities have students work in
groups to research topics, organize information, and make class presentations.
iv
Real-World Biology: These two-page activities provide students with the opportunity
to explore a technological or everyday application of biology. There are two types of
Real-World Biology pages: Lab activities and Analysis activities. Each activity is directly
related to a major concept in the Student Edition, and several examine principles from
the physical sciences that underlie the biology content. While some activities are more
hands-on, all require critical thinking and creativity. The teaching notes in the Teacher
Guide and Answers section at the back of this book suggest chapters and topics with
which to correlate the activities, explain the purpose of each activity, present career
applications for the relevant field of science, offer materials tips and safety tips for the
Lab activities, provide teaching strategies that include ideas for below-level and abovelevel students, and give answers to all questions on the student pages.
To the Teacher
continued
Concept Mapping: The Concept Mapping worksheets reinforce and extend the graphic
organizational skills introduced in the Skill Handbook in the Student Edition. Concept
maps are visual representations of relationships among particular concepts. By using
these worksheets, students will gain experience with six different types of concept maps:
the network tree, which shows causal information, group hierarchies, and branching
procedures; the flowchart, which is similar to an events chain but has more possibilities for events; the cycle map, which shows a series of events without a final outcome;
the Venn diagram, which illustrates similarities and differences between items; the
events chain, which describes the stages of a process, the steps in a linear procedure, or
a sequence of events; and the cycle map, which shows how a series of events interacts to
produce a set of results again and again.
There is one Concept Mapping worksheet for each chapter in the Student Edition.
Each worksheet is geared toward a specific section or sections in the chapter so that you
can assign it at the most relevant time. An entire section or just a few key concepts from
the section might be mapped. Answers to all Concept Mapping worksheets are provided
in the Teacher Guide and Answers section at the back of this book.
Study Guide in English and Spanish: These pages help students understand, organize,
and compare the main biology concepts in the textbook. The questions and activities
also help build strong study and reading skills. There are four study guide pages for each
chapter. Students will find these pages easy to follow because the section titles match
those in the textbook. Italicized sentences in the study guide direct students to the
related topics in the text.
The Study Guide exercises employ a variety of formats including multiple-choice,
matching, true/false, ordering, labeling, completion, and short answer questions. The
clear, easy-to-follow exercises and the self-pacing format are geared to build your students confidence in understanding biology. The English pages are followed immediately by the study guide pages in Spanish.
Section Quick Check: The Section Quick Check pages provide students an overview of
the text using a short-answer format. Each page of questions is correlated to a section of
the Student Edition, and the items are different from those in the Student Edition for
broader coverage of section content. The questions utilize Blooms verbs and are scaffolded according to difficulty from easiest to hardest.
Chapter Tests: The Chapter Tests are arranged in five parts with five different types of
questions. These worksheets provide materials to assess your students understanding of
concepts from each chapter in the unit.
Test A (below level): Multiple Choice, Matching, Interpreting, Short Answer, and
Concept Application
Test B (on level): Multiple Choice, Matching and Completion, Interpreting, Short
Answer, and Concept Application
Test C (above level): Multiple Choice, Matching and Completion, Interpreting, Short
Answer, and Concept Application
To the Teacher
continued
The Multiple Choice, Matching, and Completion questions test comprehension of the
vocabulary of the chapter.
The Interpreting questions ask the student to combine factual and explanatory information. Students will need to interpret data and discover relationships presented in
graphs, tables, and diagrams.
The Short Answer questions allow the student to express understanding of the information. Students will apply their understanding of concepts to solve problems, compare
and contrast situations, make inferences or predictions, and explain their reasoning.
The Concept Application questions present the student with a situation. These
situations give the student the opportunity to demonstrate both reasoning and
creative skills.
Student Recording Sheet: Student Recording Sheets allow students to use the Chapter
Assessment and the Standardized Test Practice questions in the Student Edition as a
practice for standardized tests. Student Recording Sheets give them the opportunity
to use bubble answer grids and numbers grids for recording answers. Answers for the
Student Recording Sheets can be found in the Teacher Wraparound Edition on Chapter
Assessment and Standardized Test Practice pages.
Teacher Guide and Answers: Answers or possible answers for questions in this booklet
can be found in the Teacher Guide and Answers section. Materials, teaching strategies, and content background, along with chapter references, are also provided where
appropriate.
vi
Teacher Approval Initials

Date of Approval
Student Lab Safety Form

Student Name:
Date:
Lab Title:
In order to show your teacher that you understand the safety concerns of this lab, the
following questions must be answered after the teacher explains the information to you.
You must have your teacher initial this form before you can proceed with the lab.
1. How would you describe what you will be doing during this lab?
2. What are the safety concerns associated with this lab (as explained by your teacher)?
3. What additional safety concerns or questions do you have?
Adapted from Gerlovich, et al. (2004). The Total Science Safety System CD, JaKel, Inc.
Used with Permission.
1
Table of
Contents
Reproducible Pages
Chapter 10 Sexual Reproduction and Genetics

Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Launch Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
MiniLab (1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
MiniLab (2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
BioLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Real-World Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Concept Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Study Guide (English) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Study Guide (Spanish) . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Section Quick Check 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Chapter Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Chapter Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Chapter Test C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Student Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Name
Diagnostic
Test
Date
Class
CHAPTER 10
Sexual Reproduction and Genetics
Before reading Chapter 10, predict answers to questions about the chapter content based on
what you already know. Circle the letter of the correct answer, and then explain your reasoning.
1. Omars science class visits a local science institute. The institute has a room-sized
model of a cell, and the model compares and contrasts the processes of mitosis and
meiosis. Which is included in the models explanation?
A. Both processes involve the formation of haploid gametes.
B. Both processes produce genetically identical daughter cells.
C. Mitosis has five phases, while meiosis has only three phases.
D. Mitosis has one cell division, while meiosis has two divisions.
Explain.
2. While traveling through Austria with her German class, Sharon visits the
monastery where Gregor Mendel lived. Which title for Mendel does Sharon read on
the monastery sign?
A. cloning pioneer
B. father of genetics
C. founder of genetic engineering
D. scientist of chromosome mapping
Explain.
3. Sheila plants garden plants that have white flowers and collects the seeds from
all the plants. She plants the seeds, expecting plants with white flowers to grow,
but some of the plants have purple flowers. How could plants with white flowers
produce offspring with purple flowers?
Unit 3
CHAPTER 10 Sexual Reproduction and Genetics
Name
Date
Launch Lab
Class
CHAPTER 10
What would happen without meiois?
In sexual reproduction, cells from each parent fuse; offspring have the same
chromosome number as the parents. Explore what would happen to the chromosome
number if mitosis were the only type of cell division.
Procedure
1. Read and complete the lab safety form.
2. Construct a data table with the headings Cycle
Number, Stage, and Chromosome Quantity.
3. Fill in your data table for steps 45.
4. Model a cell with a pair of chromosomes.

5. Demonstrate mitosis.
6. Fuse one of your cells with another students cell.
7. Repeat steps 45 two more times, recording the
second and the third cycles.
Data and Observations
Analysis
1. Summarize How does the chromosome number in your model change with each
cycle of mitosis and fusion?
2. Infer What must occur when cells fuse in order for chromosome number to
remain constant?
Sexual Reproduction and Genetics CHAPTER 10
Unit 3
Name
MiniLab
Date
Class
CHAPTER 10
Predict Probability in Genetics
How can an offsprings traits be predicted? A Punnett square can help predict ratios
of dominant traits to recessive traits in the genotype of offspring. This lab involves two
parents who are both heterozygous for free earlobes (E), which is a dominant trait. The
recessive trait is attached earlobes (e).
Procedure
2. Determine the gamete genotype(s) for this trait
that each parent contributes.
3. Draw a Punnett square that has the same number of columns and the same number of rows
as the number of alleles contributed for this trait
by the gametes of each parent.
4. Write the alphabetical letter for each allele from

one parent just above each column, and write the
alphabetical letter for each allele from the other
parent just to the left of each row.
5. In the boxes within the table, write the genotype
of the offspring resulting from each combination
of male and female alleles.
Analysis
1. Summarize List the possible offspring phenotypes that could occur.
2. Evaluate What is the phenotypic ratio of the possible offspring? What is the
genotypic ratio of the possible offspring?
Unit 3
Name
Date
MiniLab
Class
CHAPTER 10
Map Chromosomes
Where are genes located on a chromosome? The distance between two genes on a
chromosome is related to the crossover frequency between them. By comparing data for
several gene pairs, a genes relative location can be determined.
Procedure
2. Obtain a table of the gene-pair crossover
frequency from your teacher.
3. Draw a line below and make marks every 1 cm.
Each mark will represent a crossover frequency
of 1 percent.
4. Label one mark near the middle of the line A.
Find the crossover frequency between genes
A and B on the table, and use this data to label
B the correct distance from A.
5. Use the crossover frequency between genes A

and C and genes B and C to infer the position of
gene C.
6. Repeat steps 45 for each gene, marking their
position on the line.
Analysis
1. Evaluate Is it possible to know the location of a gene on a chromosome if only one
other gene is used?
2. Consider Why would using more crossover frequencies result in a more accurate
chromosome map?
Unit 3
Name
Design Your Own
BioLab
Date
Class
CHAPTER 10
How can the phenotype of offspring

help determine parental genotype?
Background: The traits of most plants have dominant and recessive alleles. Analysis of
plants grown from seeds can be good indicators of the expected genotypes of offspring
as well as phenotypes and genotypes of the parent plants.
Question: Can the phenotypes and genotypes of parent organisms be determined from the
phenotype of the offspring?
Materials
Choose materials that would be appropriate for
this lab. Possible materials include:
two groups of plant seeds
potting soil
small flowerpots or other growing containers

watering can or bottle
small gardening trowel
Safety Precautions
Plan and Perform the Experiment

2. Hypothesize whether the phenotype of offspring
could be used to infer the genotypes of the
parents.
3. Design an experiment to test your hypothesis.
4. Decide what data you need to collect.
5. Create a data table to record your observations.
6. Make sure your teacher approves your plan

before you proceed.
7. Conduct your experiment.
8. Cleanup and Disposal Properly dispose of seeds
or plants considered to be invasive species in
your area. Never release invasive species into the
environment.
Unit 3
Design Your Own BioLab, How can the phenotype of offspring help
determine parental genotype? continued
Analyze and Conclude
1. Collect and Organize Data Count the number of seedlings of the different
phenotypes in each group of plants. Prepare a graph of your data.
2. Calculate the ratio of different seedlings for each of your groups of seeds.
3. Identify two or more possible crosses that could have resulted in your observed ratio
of seedlings.
4. Analyze Make a Punnett square for each cross you identified in question 3.
Determine whether each possible cross could have resulted in the data you collected.
5. Evaluate how the combined data from the two seed groups affect the ratio
of seedlings.
6. Draw Conclusions Based on the data from your two groups of seeds, list the
genotype and phenotype of the parent plants.
7. Error Analysis Compare your calculated ratios to those of another student.

Describe any differences. Combine your data with another groups data. Infer how
increasing the number of seeds analyzed affects the outcome of the experiment.
Unit 3
Name
Date
Real-World Biology:
Lab
Class
CHAPTER 10
Kernel Color in Corn
Corn is a good organism for studying genetics because many phenotypes can be seen in
an ear of corn. Also, corn plants are easy to work with, and crosses can easily be made.
Because each kernel is a separate seed, a single ear of corn contains many offspring. The
more offspring you can count from a cross, the closer your experimental results will be
to the theoretical results that a Punnett square predicts.
In this activity, you will first work with Punnett squares to find the predicted ratios
of red and yellow kernels resulting from different types of crosses, including a monohybrid cross. Then you will examine an ear of corn that resulted from a monohybrid cross
to find the actual ratio of red and yellow kernels.
Part A: Using Punnett Squares

Red kernel color results from a dominant allele, R.
The homozygous dominant kernel, RR, and the heterozygous kernel, Rr, are both red. The homozygous
recessive kernel, rr, is yellow. You will use Punnett
squares to predict the theoretical results of various
crosses.
Procedure
1. Fill in the Punnett square in
Figure 1 to show a cross between a
homozygous dominant parent and
a homozygous recessive parent.
Use the letters R and r to represent
the alleles.
Figure 1

homozygous dominant parent and
a heterozygous parent. Use the letters R and r to represent the alleles.
homozygous recessive parent and
a heterozygous parent. Use the letters R and r to represent the alleles.
Figure 4 to show a cross between
two heterozygous parents, called
a monohybrid cross. Again, use
the letters R and r to represent
the alleles.
Figure 2
Figure 3
Figure 4

Respond to each question.
1. Identify What are the possible genotypes and phenotypes of the kernels resulting
from the cross shown in Figure 1?
2. Calculate What are the possible genotypes, phenotypes, and predicted genotypic
and phenotypic ratios of the kernels resulting from the cross shown in Figure 2? In
Figure 3? In Figure 4?
Unit 3
Real-World Biology: Lab, Kernel Color in Corn continued

Part B: Looking at Corn
Now that you have determined the predicted phenotypic and genotypic ratios, you will examine an ear
of corn resulting from a monohybrid (heterozygous
heterozygous) cross and compare the observed
phenotypic ratio to the predicted ratio.
2. Obtain an ear of corn that is the result of a

monohybrid cross.
3. Count the number of red and yellow kernels
on the ear, and record the numbers in Table 1.
Record the total number of kernels counted.
Table 1
Number of red kernels
Procedure
Number of yellow kernels

Total number of kernels counted

Respond to each question and statement.
1. Calculate the ratio of red to yellow kernels on the ear of corn. To find the ratio,
divide the number of red kernels by the number of yellow kernels and round off to
the nearest whole number. This number, when compared to one, is the ratio.
2. Compare your observed ratio with the theoretical ratio you predicted from the
monohybrid cross shown in Figure 4.
3. Hypothesize Would you have calculated the same ratio if you had counted only half
the kernels on the ear of corn? Explain.
4. Apply How could you determine whether a particular red kernel is homozygous
dominant or heterozygous? Hint: Look at the Punnett squares in Part A.
Careers In Biology
Plant Breeding Visit biologygmh.com for information on plant
breeders. What are the responsibilities of a plant breeder?
10
Unit 3
Name
Date
Class
CHAPTER 10
Enrichment
Diagramming: Predicting Plant Genetic Traits
In the mid-1800s, Gregor Mendel, an Austrian monk, conducted a series of experiments that
laid the groundwork for the science of genetics. Mendel was interested in plant breeding and
used pea plants in his breeding experiments. He worked with seven pea-plant traits: seed
shape (round or wrinkled), seed color (yellow or green), flower color (purple or white), flower
position (axial or terminal), pod color (green or yellow), pod shape (inflated or constricted),
and plant stem height (tall or short).
Punnett Squares A simple diagram called a Punnett
square can be used to predict the possible genotypes
of offspring that will result from a cross between
plants or other organisms with known genotypes.
The Punnett square was originated by Reginald
Crundall Punnett, an English geneticist.
In addition to predicting the possible genotypes

of offspring, a Punnett square can be used to predict
the genotypic and phenotypic ratios of possible offspring from a particular cross.
Directions
Complete the Punnett square below, which shows a cross between two white-flowered, tall plants with the genotype WwTt. (W is the dominant allele for white flowers, and w is the recessive allele for purple flowers. T is the
dominant allele for tall stem, and t is the recessive allele for short stem.) The possible genotypes of the parents
gametes are provided. Fill in the squares with the possible genotypes of the offspring. Then use the Punnett square
to predict the genotypic and phenotypic ratios of the offspring.
Punnett Square for Plant Cross WwTt WwTt
WT
Wt
wT
wt
WT
Wt
wT
wt
Unit 3
11
Name
Date
Concept
Mapping
Class
CHAPTER 10
Meiosis I and Meiosis II
Complete the events chains about meiosis I and meiosis II. These terms may be used more than
once: chromosomes, condense, cytokinesis, equator, line up, nuclei, pair up, separate, sister
chromatids, spindle apparatus.
Meiosis I
Meiosis II
Prophase I
Prophase II
1. Homologous chromosomes
5.
and
form;
chromosomes condense.
during
synapsis; spindle fibers form.
Metaphase I
Metaphase II
2. Pairs of homologous chromosomes
6.
at the cells
line up at the
cells equator.
Anaphase II
3. Homologous chromosomes
7.
and move
are pulled
apart by the spindle fibers and move toward
opposite ends of the cell.
toward opposite ends of the cell.
Telophase I
Telophase II
4. Homologous
8. Chromosomes reach the cells
reach the cells poles and
poles, the nuclear membrane and

usually
re-form, and
occurs.
occurs; four
cells form.
12
Unit 3
Anaphase I
Name
Date
Class
CHAPTER 10
Study Guide
Section 1: Meiosis
In your textbook, read about meiosis I and meiosis II.

Label the diagrams below. Use these choices:
anaphase I
prophase I

anaphase II
prophase II

interphase
telophase I

metaphase I
telophase II

metaphase II

Complete the table by checking the correct column(s) for each description.
Description
Mitosis
Meiosis
10. Involved in the production of gametes

11. Involved in growth and repair
12. Promotes genetic variation in organisms
13. Consists of one nuclear division
14. Produces daughter cells that are genetically identical
15. Involves two sets of nuclear divisions
16. Produces daughter cells that are not identical
17. Involves the synapsis of homologous chromosomes
18. Occurs during asexual reproduction
19. Results in four haploid gametes
20. Also called reduction division
Unit 3
13
Name
Date
Class
CHAPTER 10
Study Guide
Section 2: Mendelian Genetics
In your textbook, read about how genetics began and the inheritance of traits.
Write the term or phrase that best completes each statement. Use these choices:
cross-pollination
recessive
dominant
self-fertilization
gametes
trait
inherited
1. Mendel was the first person to succeed in predicting how traits are
from generation to generation.

2. In peas, both male and female sex cells, which are called
, are in the
same flower.
3.
occurs when a male gamete fuses with a female gamete in the

same flower.
4. Mendel used the technique called

5. Mendel studied only one
to breed one plant with another.

at a time and analyzed his data
mathematically.
6. In individuals with a heterozygous genotype, the
allele of a trait is
hidden by the expression of the other phenotype.

7. In individuals with a heterozygous genotype, the
allele of a trait is
In your textbook, read about Punnett squares.

Complete the Punnett square by filling in the missing information.
A student crossed true-breeding pea plants that had purple

flowers (P) with true-breeding pea plants that had white
flowers (p). All of the offspring had purple flowers. Then
the student crossed two plants from the F1 generation. The
students Punnett square is shown at right. What information
should the student put in each blank? Remember, the
dominant allele is always written first.
Possible
gametes
8.
10.
11.
9.
12.
14
Pp
Unit 3
visible in the phenotype.
Study Guide, Section 2: Mendelian Genetics
continued
In your textbook, read about the inheritance of traits and Punnett squares.
Use each of the terms below only once to complete the passage.
dihybrid
gene
genotypes
monohybrid
phenotypic ratio
A cross between plants that involves one characteristic is called a (13)

cross. Mendel also performed (14)
crosses, which involve two

pairs, with pea plants. When he crossed two pea plants that
(15)
were heterozygous for both seed shape (Rr) and for seed color (Yy), he observed a 9:3:3:1
among the seeds of the offspring. A Punnett square shows
(16)
of the offspring.
the possible phenotypes and (17)

Complete the Punnett square by filling in the missing information.
Possible
gametes
RY
Ry
18.
RY
rY
19.
RRYY
round, yellow
20.
ry
RrYy
round, yellow
21.
22.
23.
25.
26.
29.
30.
Ry
24.
RrYy
round, yellow
rY
27.
28.
ry
In your textbook, read about probability.

Refer to the Punnett square above. Respond to the following statement.
31. Find the probability that a wrinkled, green seed will result.
Unit 3
15
Name
Date
Class
CHAPTER 10
Study Guide
Section 3: Gene Linkage and Polyploidy
In your textbook, read about genetic recombination and gene linkage.

Match the definition in Column A with the term in Column B.
Column A
Column B
1. genes that are located on the same chromosome
A. chromosome map
2. shows the location of several genes
B. genetic recombination
3. Drosophila melanogaster
C. linked genes
4. an outcome of independent assortment
D. fruit fly
For each statement below, write true or false.

5. Crossing over occurs more frequently between genes that are close
together on a chromosome.
6. Gene linkage was first studied by using garden peas.
7INGLENGTHGENE
"ODYCOLORGENE
,EGNUMBERGENE
%YESIZEGENE
7. Scientists call a drawing like the one shown above a chromosome map.
8. Chromosome map percentages represent actual chromosome distances.
In your textbook, read about polyploidy.

Respond to each statement.
9. Recall the name for the occurrence of one or more extra sets of all the chromosomes
in an organisms cells.
10. State the term for an organism with the chromosome designation 3n.
16
Unit 3
Nombre
Fecha
Curso
CAPTULO 10
Gua
de estudio
Seccin 1: La meiosis
En tu libro de texto, lee acerca de la meiosis I y meiosis II.

Identifica los siguientes diagramas. Usa estas opciones:
anafase I
anafase II
interfase
metafase I
profase I
profase II
telofase I
telofase II

metafase II

Completa la tabla marcando la(s) columna(s) correcta(s) para cada descripcin.

Descripcin
Mitosis
Meiosis
10. Participa en la produccin de gametos.

11. Participa en el crecimiento y la reparacin.
12. Promueve la variacin gentica en los organismos.
13. Consiste en una divisin nuclear.
14. Produce clulas hijas que son genticamente idnticas.
15. Implica dos conjuntos de divisiones nucleares.
16. Produce clulas hijas que no son idnticas.
17. Implica la sinapsis de cromosomas homlogos.
18. Ocurre durante la reproduccin asexual.
19. Resulta en cuatro gametos haploides.
20. Tambin se llama divisin de reduccin.
Unidad 3
CAPTULO 10 La gentica y la reproduccin sexual
17
Nombre
Fecha
Gua
de estudio
Curso
CAPTULO 10
Seccin 2: Gentica mendeliana
En tu libro de texto, lee acerca de cmo empez la gentica y de la herencia de los rasgos.
Escribe el trmino o la frase que mejor complete cada afirmacin. Usa estas opciones:
autofertilizacin
polinizacin cruzada
dominante
rasgo
gametos
recesivo
heredan
1. Mendel fue la primera persona que tuvo xito en predecir cmo los rasgos se
de una generacin a otra.

2. En los guisantes, tanto las clulas masculinas como las femeninas, llamadas
, se encuentran en la misma flor.

3. La
ocurre cuando un gameto masculino se fusiona con un gameto
femenino en la misma flor.

4. Mendel us la tcnica llamada
5. Mendel estudi slo un
para cruzar una planta con otra.

a la vez y analiz sus datos en trminos
matemticos.
6. En personas con un genotipo heterocigoto, el alelo
de un rasgo se
oculta en la expresin del otro fenotipo.

7. En personas con un genotipo heterocigoto, el alelo
de un rasgo es
En tu libro de texto, lee acerca de la cuadrcula de Punnett.

Completa la cuadrcula de Punnett con la informacin faltante.
Un estudiante cruz plantas de guisantes de lnea genticamente pura que tenan flores moradas (P) con plantas
de guisantes de lnea genticamente pura que tenan flores
blancas (p). Todos los vstagos produjeron flores moradas.
Luego, el estudiante cruz dos plantas de la generacin F1. La
cuadrcula de Punnett del estudiante se muestra a la derecha.
Qu informacin debe colocar el estudiante en cada espacio?
Recuerda, el alelo dominante siempre se escribe primero.
Gametos
posibles
10.
La gentica y la reproduccin sexual CAPTULO 10
11.
9.
12.
18
8.
Pp
Unidad 3
visible en el genotipo.
Gua de estudio, Seccin 2: Gentica mendeliana
continuacin
En tu libro de texto, lee acerca de la herencia de los rasgos y de la cuadrcula de Punnett.

Usa los siguientes trminos slo una vez para completar el prrafo.
dihbridos
genes
genotipos
monohbrido
razn fenotpica
entre plantas implica una sla caracterstica.
Un cruzamiento (13)
, los cuales implican dos
Mendel tambin realiz cruzamientos (14)
, con plantas de guisantes. Cuando el realiz el cruzamiento
pares de (15)
entre dos plantas de guisantes que eran heterocigotos en cuanto a la forma de la semilla (Rr) y el color de la
de 9:3:3:1 entre las semillas del vstago.
semilla (Yy), l observ una (16)
del vstago.
La cuadrcula de Punnett muestra los posibles fenotipos y (17)

Completa la cuadrcula de Punnett con la informacin faltante.
Gametos
posibles
RY
Ry
18.
RY
rY
19.
RRYY
redondo,
amarillo
20.
ry
RrYy
redondo,
amarillo
21.
22.
23.
25.
26.
29.
30.
Ry
24.
RrYy
redondo,
amarillo
rY
27.
28.
ry
En tu libro de texto, lee acerca de la probabilidad.

Consulta la cuadrcula de Punnett anterior. Responde a la siguiente afirmacin.
31. Encuentra la probabilidad de que resultar una semilla verde y arrugada.
Unidad 3
CAPTULO 10 La gentica y la reproduccin sexual
19
Nombre
Fecha
Gua
de estudio
Curso
CAPTULO 10
Seccin 3: Ligamiento gentico y poliploida
En tu libro de texto, lee acerca de la recombinacin gentica y el ligamiento gentico.

Relaciona la definicin de la columna A con el trmino de la columna B.
Columna A
Columna B
1. genes localizados en el mismo cromosoma
A. mapa del cromosoma
2. muestra la ubicacin de varios genes
B. recombinacin gentica
3. Drosophila melanogaster
C. genes ligados
4. un resultado de una clasificacin independiente
D. mosca de la fruta
Para cada afirmacin a continuacin, escribe verdadero o falso.

5. Los entrecruzamientos ocurren con mayor frecuencia entre genes que estn
cercas en un cromosoma.
6. El ligamiento gentico se estudi por primera vez con guisantes de jardn.
'ENDELALONGITUDDELALA
'ENDELCOLORDELCUERPO
'ENDELNMERODEPATAS
7. Los cientficos denominan el dibujo anterior un mapa del cromosoma.

8. Los porcentajes del mapa del cromosoma representan la distancia real de los
cromosomas.
En tu libro de texto, lee acerca de la poliploida.

Responde a cada afirmacin.
9. Recuerda el nombre de la ocurrencia de uno o ms conjuntos adicionales de todos
los cromosomas en las clulas de un organismo.
10. Indica el trmino para un organismo con la designacin de cromosoma 3n.
20
La gentica y la reproduccin sexual CAPTULO 10
Unidad 3
'ENDETAMAODELOJO
Name
Section
Quick Check
Date
Class
CHAPTER 10
Section 1: Meiosis
After reading the section in your textbook, respond to each statement.

1. Define gene.
2. List the stages of meiosis I.
3. Compute the number of chromosomes that the gametes of a cat

(2n = 38 chromosomes) will have. Show your work.
4. Compare and contrast anaphase I and anaphase II.
5. Devise a theory that explains why the most complex animals only
reproduce sexually.
Unit 3
21
Name
Date
Section
Quick Check
Class
CHAPTER 10
Section 2: Mendelian Genetics

1. Identify the function of Punnett squares.
2. Describe how Mendel showed that the green-seed trait did not disappear but was
only masked.
3. Discuss how meiosis relates to Mendels law of segregation.
4. Apply A white rooster (WW ) is crossed with a black-and-white-speckled hen (Ww).

The hen lays eight eggs. Draw a Punnett square to show the possible genotypes of
the chicks that will hatch.
5. Evaluate A red-flowered plant was crossed with a white-flowered variation of the

plant. All of the flowers on the next generation of plants were red. Decide which
flower color is recessive for this plant and which is dominant.
22
Unit 3
Name
Section
Quick Check
Date
Class
CHAPTER 10
Section 3: Gene Linkage and Polyploidy

1. Define genetic recombination.
2. Explain why genes close together on the same chromosome are said to be linked.
3. Demonstrate the use of the mathematical formula for finding the number of
possible combinations of chromosome pairs that can be made in an organism.
Use an organism with diploid cells that have five pairs of chromosomes for
your demonstration.
4. Deduce how two genes for different traits that are on the same chromosome can fail
to be inherited together.
5. Hypothesize one way that a diploid organism could have offspring that are 3n or 4n.
Unit 3
23
Name
Date
Chapter Test
Class
CHAPTER 10
Part A: Multiple Choice

In the space at the left, write the letter of the term, number, or phrase that best answers
each question.
1. How many chromosomes are found in human body cells?
A. 11
B. 23
C. 46
D. 92
2. Which describes a gene?
A. chromosome pair
B. chromosome trait
C. DNA segment
D. haploid cell
3. How is an allele described?
A. form of a gene
B. one haploid cell
C. part of a chromosome
D. short segment of DNA
Part B: Matching
Statement
Mitosis
For each statement, check the box indicating whether the statement applies to mitosis or
meiosis. Check only one box for each statement.
Meiosis
1. Two sets of cell divisions occur.

2. The DNA of the resulting daughter cells are identical.
3. Gametes are formed.
4. Cell growth and repair is completed.
5. Potential evolutionary changes can occur more frequently.
24
Unit 3
Name
Chapter Test
Date
Class
CONTINUED
Part C: Interpreting Punnett Squares

Use the Punnett square below to respond to the following statement.
T = tongue rolling
t = unable to roll tongue
TT
Tt
1. Describe the genotypes of the two possible offspring labeled A and B in the Punnett
square above.
A.
B.
R=
r =
Y=
y=
round seeds
wrinkled seeds
yellow seeds
green seeds
RY
RY
Ry
rY
ry
Ry
rY
ry
2. Describe the genotypes of the offspring labeled A, B, and C in the Punnett square above.
A.
Unit 3
B.
C.
25
Name
Date
Chapter Test
Class
CONTINUED
Part D: Short Answer

Write your response to each statement in the space provided.
1. Contrast the genetic makeup of offspring from sexual and asexual reproduction.
2. Contrast the genotype and phenotype of an organism.
Part E: Concept Application

1. A gardener crosses a plant with white flowers and a plant of the same species that
has red flowers. The offspring of these plants have white flowers. Infer how the
observations of the gardener are an example of the terms recessive and dominant.
Include the term F1 generation in your discussion.
2. Apply For thousands of years, humans have bred different types of dogs, resulting
in dozens of breeds with a wide diversity of traits. Dogs have 76 chromosomes. Why
are so many different dog traits possible? Use the term genetic recombination in
your answer.
26
Unit 3
Name
Date
Chapter Test
Class
CHAPTER 10

In the space at the left, write the letter of the number, phrase, or sentence that best completes
each statement or answers each question.
1. Which is a difference between meiosis I and meiosis II?
A. Cytokinesis occurs during meiosis II but not meiosis I.
B. Meiosis I has a prophase stage, but meiosis II does not.
C. Meiosis II results in four haploid cells instead of two diploid cells.
D. Nuclear membranes form during meiosis II but not meiosis I.
2. What is formed as a result of mitosis?
A. four genetically different cells
B. four genetically identical cells
C. two genetically different cells
D. two genetically identical cells
3. Which summarizes the genetic research completed by the Austrian monk Gregor Mendel?
A. After years of research, Mendel identified the genes for flower colors.
B. Mendel bred various dog breeds to discover the science of genetics.
C. Mendel hypothesized that the offspring of pea plant traits are inherited.
D. Using Punnett squares, Mendel developed the principles of genetics.
4. An organism with the genotype DD for a trait is
A. heterozygous dominant.
B. heterozygous recessive.
C. homozygous dominant.
D. homozygous recessive.
5. What is the probability that a cross between a heterozygous dominant yellow-seeded pea
plant and a green-seeded pea plant will produce green-seeded offspring?
A. 1:1
B. 1:2
C. 1:4
D. 1:8
Part B: Matching and Completion

Matching Write the letter of the phase of meiosis I on the line next to each statement.
Answers may be used only once or not at all.
1. Chromosome number is reduced from 2n to 1n.
A. anaphase I
2. Two sister chromatids reach opposite poles of the cell.
B. interphase
3. Homologous chromosomes become visible, condense, and form pairs.
C. metaphase I
4. DNA is replicated.
D. prophase I
5. Homologous pairs of chromosomes line up on the equator.
E. telophase I
F. anaphase II
Unit 3
27
Name
Date
Chapter Test
Class
CONTINUED
Completion Write the correct term in the blank to complete each sentence below.
6. The number of chromosomes in a human body cell equals
7. A segment of DNA is called a(n)
8. An Escherichia coli bacterium daughter cell inherits the exact DNA from its parent cell during the process
of
9. The passing of fur color from a parent leopard to its offspring is an example
of
10. A heterozygous pea plant is also called a(n)

T = tongue rolling
1. Predict the genotypes of the four possible gamete combinations labeled AD in the
Punnett square above.
B.
C.
A.
D.

R=
r =
Y=
y=
round seeds
wrinkled seeds
yellow seeds
green seeds
RY
RY
Ry
rY
ry
Ry
rY
ry
2. Predict the genotypes and phenotypes of the three

possible gamete combinations labeled A, B, and C in
the Punnett square above.
A.
B.
C.
28
Unit 3
Name
Chapter Test
Date
Class
CONTINUED

1. Describe homologous chromosomes.
2. Explain the process of fertilization. Use the term chromosome in your answer.
3. Contrast dominant and recessive traits.


1. Hypothesize An aquarium hobbyist wants to breed guppies with large, fan-shaped,
red tails. The hobbyist has a large number of guppies with assorted tail colors and
shapes in an aquarium. Write a hypothesis that explains how the hobbyist should
proceed to breed a population of guppies with the desired traits.
2. A gardener crosses a snapdragon plant that has white flowers with a snapdragon
plant with red flowers. All the offspring in the F1 generation produce pink flowers.
The gardener crosses two of the plants with pink flowers, and the snapdragon plants
of the F2 generation have red, white, or pink flowers. Infer reasons for the gardeners
observations.
Unit 3
29
Name
Date
Chapter Test
Class
CHAPTER 10

In the space at the left, write the letter of the term, number, or phrase that best answers
each question.
1. Which is the number of chromosomes in a haploid cell?
A. 1n
B. 2n
C. 3n
D. 4n
2. Which event occurs during meiosis II but not during meiosis I?
A. cytokinesis occurs after the final phase
B. haploid number of chromosomes line equator
C. sister chromotids are pulled to opposite poles
D. spindle apparatus forms inside the cell
3. Which is the ratio of pea plant offspring with green seeds if both parents are hybrids?
A. 1:1
B. 1:2
C. 1:4
D. 1:8
4. Which causes genetic recombination?

A. alleles
B. crossing over
C. genes
D. hybrid crosses
5. How is polyploidy defined?
A. extra chromosome sets
B. frequency of crossover
C. independently linked genes
D. random allele assortment

Matching Write the letter of the correct meiosis I phase on the line next to its description.
Answers may be used only once or not at all.
1. Crossover can occur frequently.
A. anaphase I
2. Homologous pairs are at opposite poles.
B. interphase
3. Proteins are synthesized.
C. metaphase I
4. Spindle fibers guide separated homologous

chromosome pairs toward opposite poles.
D. prophase I
5. Homologous pairs line up at the equator.
E. telophase
F. anaphase II
30
Unit 3
Name
Chapter Test
Date
Class
CONTINUED
6. A DNA segment is called a(n)
7. Genetic variation can occur during meiosis because of the process of
8. Offspring that are genetically identical to their parent are a result of the process
of
9. The possibility for either green or yellow seeds in pea plants is an example of
possible
10. The allele pairs of an individual organism are called its
T = tongue rolling
Use the Punnett square to the right to respond to the following statement.
1. Describe the genotypes and phenotypes of the two parents that produce the
four possible gamete combinations in the Punnett square.
Use the Punnett square to the right to respond to the following statement.
2. Discuss the probabilities of all the possible phenotypes of the F1
generation represented by the genetic cross of the Punnett square.
R
r
Y
y
=
=
=
=
TT
Tt
Tt
tt
round seeds
wrinkled seeds
yellow seeds
green seeds
RY
Ry
rY
ry
RY
Ry
rY
ry
1. Summarize Mendels research on the heredity of plants.
Unit 3
31
Name
Date
Chapter Test
Class
CONTINUED
2. Explain Mendels law of segregation.
3. Describe gene linkage.

1. The color of rabbit fur can be gray, brown, white, or a mixture of black and white.
A single gene determines the color for rabbit fur. Infer how the phenotype for rabbit
fur is determined.
32
2. A cross between a homozygous, white-haired horse and a homozygous, black-haired

horse produces offspring that all are the same color, but they are neither black nor
white. Interpret the genotype and phenotype of the F1 generation offspring.
Unit 3
Name
Date
Class
CHAPTER 10
Assessment
Student Recording Sheet
Section 10.1
Vocabulary Review
Use vocabulary terms to answer each question.

1.
2.
3.
Understand Key Concepts
Select the best answer from the choices given, and fill in the corresponding circle.
4.
5.
6.
7.
Constructed Response
8.
9.
Think Critically
10.
11.
Section 10.2
Vocabulary Review
Explain the difference between the vocabulary terms in each pair.

12.
13.
Unit 3
33
Name
Date
Class
CHAPTER 10
Assessment
14.
15.
16.
17.
18.
Think Critically
19.
20. Math in Biology
Section 10.3
Vocabulary Review
Write the vocabulary term that makes each sentence true.

21.
22.
23.
24.
25.
26.
27.
28.
34
Unit 3
Name
Date
Class
CHAPTER 10
Assessment
29.
Think Critically
30. Careers in Biology Record your answer for question 30 on a separate sheet of paper.
31.
Additional Assessment
32. Writing in Biology Record your answer for question 32 on a separate sheet of paper.
Document-Based Questions
33.
34.
Cumulative Review
35.
36.
37.
Unit 3
35
Name
Date
Class
CHAPTER 10
Assessment
Multiple Choice
1.
4.
7.
2.
5.
8.
3.
6.
9.
Short Answer
Answer each question with complete sentences.

10.
11.
12. Record your answer for question 12 on a separate sheet of paper.

13.
14.
15.
16.
Extended Response

17.
18.
Essay Question
36
Unit 3
Table of
Contents
Reproducible Pages
Chapter 11 Complex Inheritance and Human

Heredity
Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Launch Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
MiniLab (1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
MiniLab (2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
BioLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Concept Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Chapter Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Chapter Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Chapter Test C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Student Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . 69
37
Name
Diagnostic
Test
Date
Class
CHAPTER 11
Complex Inheritance and Human Heredity
1. Kalani observes a woman who manifests the condition known as albinism.
Kalani asks her biology teacher what causes albinism. Which is part of her biology
teachers explanation?
A. Albinism is a genetic disorder caused by a dominant allele.
B. Albinism is a genetic disorder caused by two recessive alleles.
C. Albinism is caused by environmental factors during childhood.
D. Albinism results from dietary choices of the person as an adult.
Explain.
2. Juanita is studying the history of England, and her textbook shows the pedigree
of Queen Victoria. The text also introduces the concept of a pedigree. Which is the
explanation of pedigree provided by the history text?
A. a chart listing all the observable traits of a person
B. a description of the genotypes of a persons children
C. a diagram that traces the inheritance of one trait
D. a map of the genetic makeup of one individual
Explain.
3. While volunteering at a hospital, Alex learns that there are several different
human blood types and they are determined by alleles. For example, a person with
an allele for type A blood and an allele for type B blood will have type AB blood.
Alex asks a nurse if blood type A or B is dominant. What answer does the nurse
give him?
Unit 3
CHAPTER 11 Complex Inheritance and Human Heredity
39
Name
Date
Launch Lab
Class
CHAPTER 11
What do you know about

human inheritance?
As knowledge and understanding of human inheritance increases, long-standing ideas

regarding the facts of human heredity must be reexamined. Any ideas disproven by new
discoveries must be rejected.
Procedure
1. Read the statements below carefully and
determine whether they are true or false.
Statements:
A. The father determines the gender of the child.
B. Individuals can transmit characteristics to
their offspring which they themselves do
not show.
C. Identical twins are always of the same gender.
2. Discuss your answers with your classmates and
teacher.
Analysis
1. Assess What question was missed most often by the entire class? Discuss
reasons why.
2. Analyze Why is it helpful to understand human heredity?
40
Complex Inheritance and Human Heredity CHAPTER 11
Unit 3
Name
MiniLab
Date
Class
CHAPTER 11
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
2. Imagine that you are a geneticist interviewing a
person about their 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 Leos 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?
2. Think Critically Using this lab as a frame of reference, how can we put to practical
use our understanding of constructing and analyzing human pedigrees?
Unit 3
41
Name
Date
MiniLab
Class
CHAPTER 11
Explore the Methods of the Geneticist
How do geneticists learn about human heredity? Traditional methods used to investigate the genetics of plants, animals, and microbes are not suitable or possible to use on
humans. A pedigree is one useful tool for investigating human inheritance. In this lab,
you will explore yet another tool of the geneticistpopulation sampling.
Procedure
Strips of PTC paper should be placed on the tongue
with no attempt made to chew or swallow the strips.
Tasters are left with a bitter taste in their mouths,
which can be removed by drinking water.
2. Construct a data table as instructed by your
teacher.
3. Survey your group for the trait of PTC taster.

4. Survey your group for other traits determined by
your teacher.
5. Compile the class data, and analyze the traits
you investigated in the survey population.
Determine which of the traits are dominant and
which are recessive.
Analysis
1. Interpret Data What numerical clue did you look for to determine whether each
trait surveyed was dominant or recessive?
2. Think Critically How could you check to see if you correctly identified dominant
and recessive? Explain why you might have misidentified a trait.
42
Unit 3
Name
Date
Class
CHAPTER 11
BioLab
Whats in a face? Investigate Inherited

Human Facial Characteristics
Background: Most people know that they inherit their hair color and their eye color
from their parents. However, there are many other head and facial traits that humans
inherit. In this lab, you will investigate a number of different inherited facial structures
that combine to compose a human face.
Question: What structures that comprise the human face are actually determined
genetically?
Materials
coins, 2 per team; heads = dominant trait,
tails = recessive trait
table of inherited human facial characteristics
Procedure
2. Partner with a classmate.
3. One member of the team will represent the
father, and one member will represent the
mother. Decide which partner will represent
the father and who will represent the mother.
4. Have the person representing the father flip a
coin. If the coin lands heads facing up, the offspring is a female; if the coin lands tails facing
up, the offspring is a male. Record the gender of
the offspring.
5. Flip your coin at the same time as your partner.

Flip the coins only once for each trait.
6. Continue to flip coins for each trait shown in
the table. After each coin flip, record the trait
of your offspring by placing a check in the
appropriate box in the table.
7. Once the traits are determined, draw the offsprings facial features, give him/her a name,
and be prepared to introduce the offspring to
the rest of the class.
Unit 3
43
BioLab, Whats in a face? Investigate Inherited

Human Facial Characteristics continued
1. Think Critically Why did the partner representing the father flip the coin initially to
determine the gender of the offspring?
2. Calculate What percent chance was there of producing male offspring? Female
offspring? Explain.
3. Recognize Cause and Effect What are the possible genotypes of parents of the
following three children: a boy with straight hair (hh), a daughter with wavy hair
(Hh), and a son with curly hair (HH)?
4. Observe and Infer Which traits show a blending of genes?
5. Analyze and Conclude Would you expect other student pairs in the class to have
offspring exactly like yours? Explain.
44
Unit 3
Name
Date
Real-World Biology:
Analysis
Class
CHAPTER 11
Improving Food Crops
Corn on the cob is a favorite summer food of many Americans.

Some prefer yellow corn, while some prefer other varieties such as
white or bicolored corn. Corn in shades of red, purple, and orange
is used for autumn decorations, and other types of corn are used for
feeding livestock. Many different types of corn have evolved since its
origin in Central America approximately 8000 years ago. From the
indigenous people who were its first breeders to present-day plant
breeding programs, corn has been selectively bred to increase the
production of desirable traits. As the worlds population increases
and the amount of land available to produce food crops decreases,
the concept of selective breeding is expanding to include recent discoveries in the field of genetics. These discoveries are contributing to
the development of new and improved food crops.
)NBRED! )NBRED"
Part A: Hybrid Vigor
3INGLE
CROSS
!"
A corn plant is self-fertilized, or inbred, when the pollen from a tassel

is placed on the silks of the ear of the same plant. In the early 1900s,
plant breeders showed that crossing individual plants from two favorable inbred varieties produced hybrid offspring that were often more
vigorous and had more desirable traits than offspring produced from
inbreeding. This phenomenon of hybrid vigor led to tremendous
increases in corn production in the United States. In 1931, 0.1 percent
of the corn planted was hybrid corn, resulting in an average yield of
24.5 bushels per acre. In 2003, almost all corn planted in the United
States was hybrid corn, with an average yield of more than 140 bushels per acre.
)NBRED#
)NBRED$
EN
0OLL
E
LL
0O
EN
LL
0O
3INGLE
CROSS
#$
$OUBLEHYBRID!" #$
Figure 1

Use Figure 1 to respond to each statement.
1. Explain Figure 1 shows the current method for producing corn with hybrid vigor.
Use Figure 1 to explain the procedure.
2. Describe two desirable corn traits that were produced by the crosses A B and C D.
Unit 3
45
Real-World Biology: Analysis, Improving Food Crops continued

Part B: Genetically Engineered Foods
Modification of the genetic makeup of an organism,
or genetic engineering, is a modern technique used
for increasing the production of desirable traits in
plants. The process of genetic engineering is rapid
compared to selective breeding. However, the introduction of new genes into plant cells has led to controversy between two groups of people.
Benefits of Genetically
Engineered Plants
The controversy exists between those who believe

in the benefits of this technology and those who
are concerned about the danger of unintended outcomes.
The benefits of genetically engineered plants are
believed by some to develop in three phases; these
are listed in the table below along with examples and
concerns about possible dangers.
Dangers and Unintended Outcomes
Phase 1: direct benefits

to farmers and producers
through improved
efficiency
genetically engineered plants

that produce insecticidal
proteins, which reduce the
need for spraying plants with
insecticides
genetically engineered plants
that are resistant to weed
killer
Insect-repelling crops speed the evolution

of insects resistant to insecticides.
Insecticidal proteins can have harmful
effects on beneficial insects, such as
honeybees, and animals that feed on
insects.
Gene transfer can occur between different
groups of plants; weeds can become
resistant to weed killers.
Phase 2: direct benefits

to consumers through
improved foods
seedless citrus fruit that is

easy to peel
oils with a particular nutritive value
slow-ripening tomatoes
Companies could introduce genetically

engineered foods too quickly and with
insufficient research.
Labeling and safety testing of genetically
engineered foods are not required in the
United States.
Phase 3: enhanced levels

of pharmaceutical and
industrial products
from plants
oral vaccines produced by

plants
industrial oils and plastics
produced by plants
Crops genetically engineered to produce

pharmaceutical drugs could crossbreed
accidentally with food varieties.

Use the table above to respond to the following statement.
1. Present Choose an issue or a problem listed in the table and develop a possible
future scenario. The scenario should be based on evidence and employ logical
reasoning. It may be presented as a narrative, a poster, two- or three-dimensional
art, a song, a video, a skit, or any form of communication approved by your teacher.
Careers In Biology
Agriculture Visit biologygmh.com for information on agricultural
technicians. What are the responsibilities of an agricultural technician?
46
Unit 3
Examples
Name
Date
Class
CHAPTER 11
Enrichment
Analyze a Problem: Blood Typing

in Forensic Science
Blood typing has many uses in medicine, the most important of which is in blood transfusions.
Doctors must be certain that the blood they transfuse into a patient is the same type as the
patients so that a life-threatening reaction does not occur.
Blood typing also has other uses. Forensic scientists use blood types to confirm or deny that an
individual has been involved in a crime. They match the suspects blood type against blood
found at the crime scene.
Explore Most people are familiar with the ABO
blood typing system in which a persons blood type
can fall into one of four categories: A, B, AB, or O.
There is also another method of typing bloodthe
Rh (for rhesus monkey) system, in which a persons
blood can be Rh+ or Rh.
A number of other blood typing systems exist.
These systems are listed in the table below. Explore
library resources to learn more about these other systems.
Categorize Summarize the information you collect in

the table below. List the frequency of each group in the
general population. Some of the information needed to
complete the table has been provided for you.
System
Groups
Calculate Invent a person suspected of a crime and

assign that person a blood type from each system
(such as type A, Rh+, or M). Then, based on the
frequencies shown in the table, calculate the probability that the individual was present at the scene
of the crime.
The probability of a persons having any one set of
blood groups is equal to the weighted average of all
blood groups. A person whose blood groups are A,
Rh+, and M, for example, would expect to be found
in the general population with the frequency given by:
Frequency = 0.40(A) 0.85(Rh+) 0.50(M) = 0.17

In other words, about 17 people out of 100 in the general population are expected to have the combination
of blood groups found in this individual.
Frequency in the General Population (average)
ABO
A, B, AB, O
A
AB
=
=
40%
B
O
=
=
Rh
Rh+, Rh
Rh+
85%
Rh
MN
M, N
50%
Lewis
Le(a+b), Le(a
b+), Le(a+b+),
Le(ab)
Le(a+b) =
Le(a+b+) =
Le(ab+) =
Le(ab) =
Cartwright
Yta, Ytb
Yta
Ytb
Unit 3
47
Name
Date
Concept
Mapping
Class
CHAPTER 11
Genetic Disorders
Complete the network tree about genetic disorders. These terms may be used more than once:
albinism, a dominant gene, Down syndrome, Huntingtons disease, nondisjunction, too
many, Turners syndrome.
The cause of a genetic

disorder can be
1.
2.
two copies
of a recessive gene
which can cause
3.
4.
causing either
5.
of a
type of chromosome
too few of a type of

chromosome
which can cause
which can cause
6.
7.
Unit 3
48
which can cause
Name
Date
Class
CHAPTER 11
Study Guide
Section 1: Basic Patterns of Human Inheritance
In your textbook, read about basic patterns of human inheritance.

Use the terms below to complete the passage. These terms may be used more than once.
albinism
heterozygous
alleles
homozygous
A (1)
cystic fibrosis
pedigree
dominant
recessive
shows the inheritance of a particular trait over
several generations. An organism with two of the same (2)
for
a particular trait is said to be (3)
for that trait. An organism
with two different (4)
for a particular trait is heterozygous for
that trait. When alleles are present in the (5)

(6)
state, the
trait will be observable. An individual who is heterozygous
for a (7)
disorder is called a carrier. Examples of recessive
genetic disorders in humans are (8)

(9)
and
.
In your textbook, read about recessive and dominant genetic disorders.
Complete the table by writing the disease name for each description.
albinism
galactosemia
Disease
10.
anchondroplasia
Huntingtons disease
cystic fibrosis
Tay-Sachs disease
Description
caused by altered genes; results in lack of skin pigment
11.
recessive genetic disorder; characterized by bodys inability to

tolerate galactose
12.
recessive genetic disorder; gene found on chromosome 15;

characterized by lack of enzyme that breaks down fatty acids
13.
recessive genetic disorder; affects mucus-producing glands,

digestive enzymes, sweat glands
14.
15.
Unit 3
dominant genetic disorder; affects the nervous system

autosomal dominant genetic condition; affects height and
body size
49
Study Guide, Section 1: Basic Patterns of Human Inheritance
continued
In your textbook, read about patterns of inheritance.

16. A scientist uses a pedigree to study family history.
17. A pedigree traces the inheritance of a particular trait through only two
generations.
18. In a pedigree, one who does not express the trait is represented by a darkened
square or circle.
19. In a pedigree, a horizontal line between two symbols shows that these individuals are the parents of the offspring.
20. Individual II1, as shown below, is in generation II.
)

))

)))

Refer to the pedigree above. Respond to each statement.

21. Recall if the trait is recessive or dominant based on the following information:
In the pedigree, individuals I1 and I2 are unaffected but have an affected child.
22. Specify if parents II1 and II2, who have an affected child, are carriers of the trait.
23. Tell whether there is a dominant gene in the genotype of II4.
50
Unit 3
Name
Date
Class
CHAPTER 11
Study Guide
Section 2: Complex Patterns of Inheritance
In your textbook, read about incomplete dominance.

Complete the table by checking the correct column(s) for each description.
Reminder: R is dominant (normal red blood cells).
R is recessive (sickle-shaped red blood cells).
1. RR
2. RR
3. RR
In your textbook, read about sex-linked traits.
Refer to the Punnett square. Respond to each statement.

XB
XB
XBXB
XBY
Xb
X B Xb
XbY
Reminder: A female has 2 X chromosomes.

A male has an X and a Y chromosome.
B is dominant (normal color vision).
b is recessive (color blindness).
4. Tell if the father has color blindness.
5. Specify if the father has a recessive allele.
6. State whether the only child that could have color blindness is male or female.
Unit 3
51
Name
Date
Class
CHAPTER 11
Study Guide
Section 3: Chromosomes and Human Heredity
In your textbook, read about chromosomes and human heredity.

Column A
Column B
1. micrograph of chromosomes
A. karyotype
2. abnormal number of chromosomes
B. Down syndrome
3. withdrawal of tissue from the placenta
C. telomere
4. extra chromosome 21
D. nondisjunction
5. protective cap at the end of a chromosome
E. chorionic villus sampling
In your textbook, read about Down syndrome.

Draw the indicated parts of a karyotype of a child born with Down syndrome and respond to
each statement.
7. Chromosome 21
6. Chromosome 20
8. Chromosome 22
9. Tell why this karyotype is called trisomy.
10. Recall the term for the sister chromosomes failing to separate during cell division.
11. State whether the risk of having a child with Down syndrome is higher in mothers
who are younger or older.
52
Unit 3
Nombre
Fecha
Gua
de estudio
Curso
CAPTULO 11
Seccin 1: Patrones bsicos de la

herencia humana
En tu libro de texto, lee acerca de los patrones bsicos de la herencia humana.

Usa los trminos siguientes para completar el prrafo. Es posible que los trminos se usen ms
de una vez.
albinismo
hetercigo
alelos
homocigoso
Un (1)
dominante
pedigr
fibrosis qustica
recesivo
muestra la herencia de un rasgo particular a travs de varias
generaciones. Se dice que un organismo con dos (2)
similares para un
rasgo en particular es un (3)

(4)
para ese rasgo. Un organismo con dos

diferentes para un rasgo en particular es hetercigo para ese rasgo.
Cuando hay alelos presentes en el estado (5)
, se observar el rasgo
(6)
. Un individuo que es hetercigo para un trastorno
(7)
se llama portador. Son ejemplos de trastornos genticos recesivos
la (el) (8)
y el (la) (9)
En tu libro de texto, lee acerca de los trastornos genticos recesivos y dominantes.
Completa la tabla con el nombre de la enfermedad para cada descripcin.

acondroplasia
enfermedad de Tay-Sachs
Enfermedad
albinismo
fibrosis qustica
enfermedad de Huntington
galactosemia
Descripcin
10.
causada por alteracin de los genes; lo que resulta en una

ausencia de pigmentacin en la piel
11.
trastorno gentico recesivo caracterizado por la incapacidad

del cuerpo de tolerar la galactosa
12.
trastorno gentico recesivo; gen que se encuentra en el

cromosoma 15; caracterizado por la carencia de enzimas que
descomponen los cidos grasos
13.
trastorno gentico recesivo; afecta las glndulas productoras

de mucosidad, las enzimas digestivas y las glndulas
sudorferas
14.
15.
Unidad 3
trastorno gentico dominante; afecta el sistema nervioso

afeccin gentica dominante autosomal; afecta la altura y el
tamao del cuerpo
CAPTULO 11 Herencia compleja y la herencia humana
53
Gua de estudio, Seccin 1: Patrones bsicos de la herencia humana
continuacin
En tu libro de texto, lee acerca de los patrones bsicos de la herencia humana.

16. Los cientficos usan el pedigr para estudiar la historia familiar.
17. El pedigr sigue el rastro hereditario de un rasgo en particular a travs de dos
generaciones nicamente.
18. En un pedigr, aqul que no exprese el rasgo se representa con un cuadrado o
crculo oscuros.
19. En un pedigr, una lnea horizontal entre dos smbolos muestra que estos
individuos son los padres de la descendencia.
20. El individuo II1, como se muestra abajo, est en la generacin II.
)

))

)))

Consulta el pedigr anterior. Responde a cada afirmacin.

21. Recuerda si el rasgo es recesivo o dominante segn la siguiente informacin: En el
pedigr, los individuos I1 y I2 no se ven afectados pero tienen un hijo afectado.
22. Especifica si los padres II1 y II2, que tienen un hijo afectado, son portadores
del rasgo.
23. Indica si hay un gen dominante en el genotipo de II4.
54
Herencia compleja y la herencia humana CAPTULO 11
Unidad 3
Nombre
Fecha
Curso
CAPTULO 11
Gua
de estudio
Seccin 2: Patrones hereditarios complejos
En tu libro de texto, lee acerca de la dominacin incompleta.

Completa la tabla marcando la(s) columna(s) correcta(s) para cada descripcin.
Recuerda: R es dominante (glbulos rojos normales).
R es recesivo (glbulos rojos en forma de hoz).
1. RR
2. RR
3. RR
En tu libro de texto, lee acerca de los rasgos vinculados con el sexo.
Consulta la cuadrcula de Punnett. Responde a cada afirmacin.

XB
XB
XBXB
XBY
Xb
X B Xb
XbY
Recuerda: Una mujer tiene 2 cromosomas X.

Un hombre tiene un cromosoma X y un cromosoma Y.
El B es dominante (visin en color normal).
El b es recesivo (daltnico).
4. Indica si el padre es daltnico.
5. Especifica si el padre tiene un alelo recesivo.
6. Seala si el nico hijo que podra ser daltnico es hombre o mujer.
Unidad 3
CAPTULO 11 Herencia compleja y la herencia humana
55
Nombre
Fecha
Gua
de estudio
Curso
CAPTULO 11
Seccin 3: Los cromosomas y la herencia humana
En tu libro de texto, lee acerca de los cromosomas y la herencia humana.

Columna A
Columna B
1. micrografa de cromosomas
A. cariotipo
2. nmero anormal de cromosomas
B. sndrome de Down
3. retiro de tejido de la placenta
C. telmero
4. cromosoma 21 adicional
D. no disyuncin
5. extremo protector al final de un cromosoma
E. muestreo del villus corinico
En tu libro de texto, lee acerca del sndrome de Down.

Dibuja las partes indicadas de un cariotipo de un nio nacido con el sndrome de Down y
responde a cada afirmacin.
7. Cromosoma 21
6. Cromosoma 20
8. Cromosoma 22
9. Di porqu este cariotipo se llama trisoma.
10. Recuerda el trmino de los cromosomas hermanos que no se separaron durante la

divisin de clulas.
11. Indica si el riesgo de tener un hijo con el sndrome de Down es ms grande en

madres que son ms jvenes o mayores.
56
Herencia compleja y la herencia humana CAPTULO 11
Unidad 3
Name
Section
Quick Check
Date
Class
CHAPTER 11
Section 1: Basic Patterns of Human

Inheritance

1. List three recessive genetic disorders.
2. Explain what a pedigree is.
3. Classify If the recessive allele for cystic fibrosis is represented as c, classify the
following genotypes as homozygous dominant, homozygous recessive, or carriers:
CC, Cc, and cc. Distinguish which genotype is of an individual who has cystic
fibrosis.
4. Predict One parent is heterozygous for a recessive genetic disorder, and the other
parent is homozygous for the dominant allele. Determine if their offspring are likely
to express the recessive trait. Explain.
5. Deduce how Huntingtons disease can be passed on to offspring even though it is a

dominant, lethal disorder.
Unit 3
57
Name
Date
Section
Quick Check
Class
CHAPTER 11
Section 2: Complex Patterns of Inheritance

1. Define codominance.
2. Explain how rabbits can have more than two different coat colors.
3. Discuss how environment can influence phenotype. Give one example.
4. Distinguish between polygenic traits and multiple alleles.
5. Determine why it is rare for a woman to be color blind.
58
Unit 3
Name
Section
Quick Check
Date
Class
CHAPTER 11
Section 3: Chromosomes and

Human Heredity

1. Tell what type of chromosomal disorder results in Down syndrome.
2. Explain what a telomere is.
3. Describe a karyotype.
4. Classify the human sex genotype XXX as an example of trisomy or monosomy.

Explain.
5. Evaluate two tests available to examine fetal genetics. Suggest which test is
more accurate.
Unit 3
59
Name
Date
Chapter Test
Class
CHAPTER 11

In the space at the left, write the letter of the term or phrase that best completes each statement
or answers each question.
1. Which defines an organism that is homozygous for a trait?
A. has two different alleles for a trait
B. has two different genes for a trait
C. has two of the same alleles for a trait
D. has two of the same genes for a trait
2. White-flowered plants crossed with red-flowered plants to produce
pink-flowered offspring is an example of
A. codominance.
B. complete dominance.
C. dominance.
D. incomplete dominance.
3. Which describes the 23 pairs of human chromosomes?
A. 1 autosome pair; 22 sex chromosome pairs
B. 1 sex chromosome pair; 22 autosome pairs
C. 2 autosome pairs; 21 sex chromosome pairs
D. 2 sex chromosome pairs; 21 autosome pairs
Part B: Matching
1. first appears in the person between ages 3050 and

results in uncontrolled movements
A. albinism
B. Huntingtons disease
2. common among people of eastern European, Jewish descent

C. Tay-Sachs disease
3. creates white skin and hair
60
Unit 3
Write the letter of the correct human genetic disorder on the line next to its description.
Answers may be used only once.
Name
Date
Chapter Test
Class
CONTINUED
Part C: Interpreting Pedigrees

Use Figure 1 to answer each question.
1. Interpret What do the Roman numerals in the

pedigree diagram represent?
))

Figure 1 Tay-Sachs Disease Pedigree
2. Interpret How many of the offspring in this example are carriers for Tay-Sachs
disease?

)

))
)))

Figure 2 Polydactyly Disorder Pedigree
3. Interpret What type of disorder does the pedigree above illustrate?
4. Interpret What are the gender and the possible genotypes represented by
a black circle?
Unit 3
61
Name
Date
Chapter Test
Class
CONTINUED

1. Explain how human blood types are determined by multiple alleles.
2. Describe sex-linked traits.

1. Distinguish between a person who is a carrier for cystic fibrosis and a person
who is afflicted with cystic fibrosis. Include the term recessive genetic disorder
in your answer.
2. Critique A science student states that the government should provide funding
to find a cure for people afflicted with Down syndrome. Critique the students
statement.
62
Unit 3
Name
Date
Chapter Test
Class
CHAPTER 11

In the space at the left, write the letter of the term or phrase that best completes each statement
1. Which is the correct expression of a heterozygous genotype for a recessive genetic disorder?
A. a
B. A
C. aa
D. Aa
2. A dominant genetic disorder will be expressed if an individual has
A. one allele for the disorder.
B. one gene for the disorder.
C. two alleles for the disorder.
D. two genes for the disorder.
3. Which is a Barr body?

A. activated X chromosome
B. activated Y chromosome
C. inactivated X chromosome
D. inactivated Y chromosome
4. A large difference between the concordance rates of fraternal and identical twins
shows
A. a strong environmental influence.
B. a strong genetic influence.
C. no environmental influence.
D. no genetic influence.

Matching Write the letter of the correct human genetic disorder on the line next to its
symptoms. Answers may be used only once or not at all.
1. a 40-year old male who experiences neurological dysfunction
A. achondroplasia
2. wears down the nervous system of a three-year-old child
B. albinism
3. an absence of pigments in the skin, hair, and eyes
C. cystic fibrosis
4. stunts growth to a maximum of 1.2 m
D. Down syndrome
5. prevents cells from absorbing chloride ions
E. Huntingtons disease
F. Tay-Sachs disease
Unit 3
63
Name
Date
Chapter Test
Class
CONTINUED
6. A person who is a heterozygous for a recessive genetic disorder is called a(n)
.
7. An intermediate phenotype between two homozygous phenotypes is called
.
8. One allele masking the effect of a second allele is called
9. Chromosome pairs that are not sex chromosomes are called
10. The diversity of human eye color can be explained by understanding
.
)


))
1. Interpret What are the genotypes of the parents

in this diagram?
2. Interpret If a person who does not carry the Tay-Sachs disease gene marries
offspring II4, what are the possible genotypes for their children?
)

))

)))

64
Unit 3
Name
Chapter Test
Date
Class
CONTINUED
Use Figure 2 on the previous page to respond to each statement.

3. Identify the second-generation females who are homozygous recessive for
this disorder.
4. Infer the genotype of the first-generation female. Explain.

1. Infer the possible genotypes of people afflicted with sickle-cell anemia.
Describe their phenotypes.
2. Explain the possible human blood types based on the multiple forms of alleles
for the blood-type trait.

1. Infer A Jewish couple is about to be married, but they both worry about their
family history. The mans uncle and the womans aunt died of Tay-Sachs disease.
Infer why the couple is hiring a genetic counselor to analyze their familys pedigree.
2. Critique During a science lecture, a student states that human females cannot
be red-green color blind because color blindness is a sex-linked trait. Critique the
students statement.
Unit 3
65
Name
Date
Chapter Test
Class
CHAPTER 11

In the space at the left, write the letter of the term, phrase, or sentence that best answers
each question.
1. Which is a dominant genetic disorder?
A. achondroplasia
B. albinism
C. galactosemia
D. hemophilia
2. Which disorder prevents sufficient chloride ions from entering cells?
A. albinism
B. galactosemia
C. cystic fibrosis
D. Down syndrome
3. What is the effect of sickle-cell anemia?
A. blocked respiratory pathways
B. decreased neurological functions
C. inefficient oxygen transportation
D. susceptibility to contracting malaria
4. What is the genotype of a woman with red-green color blindness?

A. Xb Xb
B. X B X B
C. Xb Y
D. X B Y
5. How can the genetic disorder known as hemophilia be defined?
A. dominant, sex-linked disorder common to females
B. dominant, sex-linked disorder common to males
C. recessive, sex-linked disorder common to females
D. recessive, sex-linked disorder common to males
6. Why is Down syndrome called trisomy 21?
A. The person has 21 pairs of chromosomes instead of 23.
B. The person has an abnormal gene on chromosome 21.
C. The syndrome is caused by having 21 pairs of autosomes.
D. The syndrome results from an extra chromosome 21.
Part B: Completion
Write the correct term in the blank to complete each sentence below.
1. A person who is a heterozygous for albinism is called a(n)
2. An intermediate heterozygous phenotype between two homozygous phenotypes is called
.
66
Unit 3
Name
Chapter Test
Date
Class
CONTINUED
3.
occurs when the recessive allele for no pigment masks the

dominant allele for dark color in Labrador retrievers.
4. The wide diversity of human height is an example of traits called
5. The percentage of identical twins that both have a given trait is called a(n)
.
6. The fetal test for genetic disorders performed after 15 weeks of pregnancy is called
.
)


Use Figure 1 to respond to each statement.
1. Identify the genotypes of the offspring in
this diagram.
))

2. Infer the possible genotypes and phenotypes of children born to a marriage

between II4 and a carrier of the disease.
Use Figure 2 on the next page to respond to each statement.

3. Identify the genotypes of the following individuals: I2, II2, II3, and II4.
4. Infer the possible genotypes and phenotypes of the children of person II5 who
marries a heterozygous partner for the disorder.
Unit 3
67
Name
Date
Chapter Test
Class
CONTINUED
)

))

)))


1. Explain the purpose of analyzing pedigrees.
2. Compare and contrast X and Y chromosomes.

1. Infer A homozygous red bull is mated with a homozygous white cow. The offspring
have red and white hairs interspersed in their coats. Infer the inheritance pattern of
the cattle. Explain.
2. Infer A child is born with type A blood. Infer the possible genotypes of the
childs parents.
68
Unit 3
Name
Date
Class
CHAPTER 11
Assessment
Section 11.1
Vocabulary Review
Use vocabulary terms to answer each question.

1.
2.
3.
4.
5.
6.
7.
8.
Think Critically
Section 11.2
Vocabulary Review

10.
11.
12.
13.
14.
15.
16.
17.
18.
Think Critically
19.
Unit 3
69
Name
Date
Class
CHAPTER 11
Assessment
20.
Section 11.3
Vocabulary Review
Write the vocabulary term that best matches each definition.

21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Think Critically
31.
32.

35.
36.
37.
Cumulative Review
38.39. Record your answers for questions 38 and 39 on a separate sheet of paper.
70
Unit 3
Name
Date
Class
CHAPTER 11
Assessment

Multiple Choice
1.
4.
7.
2.
5.
8.
3.
6.
9.
Short Answer

11.
12.
13.
14.
15.
16.
17.
Unit 3
71
Name
Date
Class
CHAPTER 11
Assessment
Extended Response

18.
19.
Essay Question
20.
72
Unit 3
Table of
Contents
Reproducible Pages
Chapter 12 Molecular Genetics

Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Launch Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
MiniLab (1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
MiniLab (2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
BioLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Concept Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Section Quick Check 4 . . . . . . . . . . . . . . . . . . . . . . . . . .
96
Chapter Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Chapter Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Chapter Test C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Student Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . 107
73
Name
Diagnostic
Test
Date
Class
CHAPTER 12
Molecular Genetics
1. While visiting the local science institute in his city, Damian visits an exhibit that
displays great scientists of the twentieth century and their discoveries. For the year
1953, Damian reads about two British scientists named James Watson and Francis
Crick. Which discovery was made by these scientists?
A. double helix shape of DNA molecules
B. molecular proof for biological evolution
C. process for creating a large, nuclear explosion
D. process for creating the first clone
Explain.
2. Desta is studying for an entrance exam for a nurses training program at a local hospital.
She learns the components of a DNA molecule. What are these components?
A. double strands of RNA twisted together
B. molecules of amino acids linked together
C. protein strands connected by nucleotides
D. sugar and phosphate strands connected by nucleotide pairs
Explain.
3. While listening to a news broadcast, Ling learns of a protist in the Chesapeake Bay
that has mutated into a toxic form. She looks up the term mutation in a dictionary.
What definition does she find?
Unit 3
CHAPTER 12 Molecular Genetics
75
Name
Date
Launch Lab
Class
CHAPTER 12
Who discovered DNA?
The body of knowledge concerning genetics, DNA, and biotechnology has been accumulating for nearly one and a half centuries. In this lab you will make a time line of the
discovery of DNA.
Procedure
1. Work in groups of three to four to identify scientists and experiments that made important
contributions to the understanding of genetics
and DNA.
2. Preview the chapter in your textbook.

3. Make a time line showing when each important
discovery mentioned in the textbook was made.
Analysis
1. Compare and contrast your groups time line with other time lines in the class.
2. Infer how the results of past experiments are important for each scientist that follows.
76
Molecular Genetics CHAPTER 12
Unit 3
Name
MiniLab
Date
Class
CHAPTER 12
Model DNA Structure
What is the structure of the DNA molecule? Construct a model to better understand
the structure of the DNA molecule.
Procedure
3. Identify which parts of the model correspond to

the different parts of a DNA molecule.

2. Construct a model of a short segment of DNA
using the materials provided by your teacher.
Analysis
1. Describe the structure of your DNA molecule.
2. Identify the characteristics of DNA that you focused on when constructing

your model.
3. Infer In what way is your model different from your classmates models? How does
this relate to differences in DNA among organisms?
Unit 3
77
Name
Date
MiniLab
Class
CHAPTER 12
Model DNA Replication
How does the DNA molecule replicate? Use a model to better understand the replication of the DNA molecule.
Procedure
2. Use your DNA model from MiniLab: Model
DNA Structure and extra pieces to model the
replication of your segment of DNA.
3. Use your model to demonstrate DNA replication for a classmate, and identify the enzymes
involved in each step.
Analysis
1. Explain how your model of DNA replication shows semiconservative replication.
2. Infer How would DNA replication in a cell be affected by an absence of DNA ligase?
78
Unit 3
Name
BioLab
Date
Class
CHAPTER 12
Forensics: How is DNA extracted?
Background: DNA tests are important for biologists, doctors, and even detectives.
Imagine that you are working in a lab where someone has brought a sample of corn
from a crime scene to be analyzed. You decide to test the DNA of the corn to look for
genes to identify the type of corn. Before the DNA sequence can be examined, the DNA
must be extracted.
Question: How can DNA be extracted?
Materials
corn kernels (50 g)
beakers (2)
blender
cheesecloth (4 squares30 cm on each edge)
rubber band
glass spooling hook
homogenization medium (100150 mL)
plastic centrifuge tube (3050 mL)
contact lens cleaning tablet (containing papain)

95% ethanol (12 mL)
distilled water (3 mL)
test tube
container of ice
water bath at 60C
stirring rod
timer or clock
Safety Precautions
Procedure
2. Carefully weigh out 50 g of corn kernels.
3. Place the corn kernels into a beaker and cover
with homogenization medium that has been
warmed to 60C. Place the beaker in a 60C
water bath for 10 min. Gently stir every 45 s.
4. Remove the beaker from the water bath and
chill quickly in an ice bath for 5 min.
5. Pour the mixture into a blender and homogenize, or blend to achieve a consistent texture.
6. Filter the homogenized mixture through four
layers of cheesecloth into a clean, large beaker
on ice.
7. Pour 15 mL of the filtrate into a 3050 mL plastic centrifuge tube.
Unit 3
8. Dissolve one contact lens cleaning tablet in 3 mL

of distilled water in a test tube. Add this to the
filtrate tube and mix gently.
9. Hold the filtrate tube at an angle and slowly
pour 12 mL of cold 95% ethanol down the side
of the tube.
10. Observe the DNA rising into the alcohol layer
as a cloudy suspension of white strings. Use a
hooked glass rod to spool the DNA, and allow it
to dry.
11. Cleanup and Disposal Clean your lab area, disposing of chemicals and materials as directed by
your teacher. Be sure to wash your hands when
you are finished.
79
BioLab, Forensics: How is DNA extracted?
continued

1. Describe the appearance of the DNA in suspension and once it has dried.
2. Explain why you put the corn kernels into the blender.
3. Think Critically Why is it important not to contaminate a sample of DNA that is to

be sequenced? How would you know if you had contaminated your sample?
80
Unit 3
Name
Date
Real-World Biology:
Analysis
Class
CHAPTER 12
Mending Mutations
You might know someone who has asthma, arthri- .ORMAL M2.! ! 5 ' ! ! ' 5 5 5 ' ' # ' # ! 5 5 '
A
tis, cystic fibrosis, or sickle-cell disease. These
0ROTEIN
-ET
,YS
0HE
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are diseases that are caused by genetic mutations.
2EPLACE'WITH!
In recent years, scientists at the Human Genome
Project have determined that there are more than
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-UTATION
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30,000 genes in the 46 human chromosomes. Each
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gene is a segment of DNA that codes for a specific
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therapy for mutations. The first type of therapy
C
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developed was technology that corrected a genetic
disorder by replacing the defective gene with copFigure 1
ies of healthy ones. Scientists continue to refine
the technology with improved methods for therapy. They are also identifying additional
specific genes that control disorders such as cancer, diabetes, and Alzheimers disease.
5 ! !
3TOP
5 ! !
3TOP

! !

Part A: Finding the Mutation

A team of scientists in Finland has been working for more than ten years on what might
be called the genetics of wheezing. Their work can be best described as a series of steps.
Their first step linked increased susceptibility to asthma to a 20-million-base area of
Chromosome 7. Their second step in hunting the gene was to collect 900 blood samples
from both healthy and asthmatic individuals in families afflicted with asthma. Their
third step was to search for large sequences of DNA called haplotypes; these might predispose people to disease. Among the Finns, seven haplotypes were found in the stretch of
Chromosome 7. Three of the seven haplotypes were present in more than 50 percent of the
asthma patients. They were present in 30 percent of the healthy people. The presence of
these haplotypes increased the risk of asthma up to 2.5 times the normal rate.

Use Figure 1 to respond to each question.
1. Propose The team has now associated three haplotypes with high risk for asthma.
The next step is to find the gene or genes involved. How can that be done?
2. Explain Before a genetic disorder can be corrected, it is necessary to identify the

defective gene that is causing the disorder. What type of mutation is illustrated in
diagram (b)? How is the protein produced in (b) different from the protein produced by the normal gene (a)?
Unit 3
81
Real-World Biology: Analysis, Mending Mutations continued

3. Apply What type of mutation is illustrated in diagram (c)? What would have to be
done to correct the defective gene?
Part B: Can mutations be mended?

Cystic fibrosis (CF) is an inherited disease caused by an abnormal protein that does not
allow the passage of chloride ions into and out of certain cells. As a result, those cells
produce thick, sticky mucus and other secretions that clog the lungs and digestive tract.
The abnormal gene that causes CF was discovered in 1989. In 1990, researchers corrected CFin lab dishesby adding normal copies of the gene into cells. During the
following 15 years, clinical trials showed that normal genes can be transferred to CF airways and temporarily improve lung function. The CF gene therapy approach has been
to add new, therapeutic genes into cells.
A new technique was used on a mutation that causes one type of disease, severe combined immune deficiency. The mutation was corrected in lab-grown cells. The researchers designed a human-made protein to grab onto the mutated gene and slice through
it in the vicinity of the mutation. The break in the gene then triggered the cells own
repair process. The cell copied a normal version of the gene and used the copy to replace
a region of the cells gene that included the mutation. About 7 percent of the lab-grown
cells had their mutation fully corrected.

1. Explain why CF scientists state that any CF gene technology treatment might
need to be repeated periodically to be effective.
2. Analyze Have researchers found a cure for severe combined immune

deficiency? Explain.
Careers In Biology
Nursing Visit biologygmh.com for information on nurse research
coordinators. What are the responsibilities of a nurse research
coordinator?
82
Unit 3
Name
Date
Class
CHAPTER 12
Enrichment
Analyze a Problem: Bonding in a DNA Molecule
A chemical bond is a force of attraction that holds two atoms together in a compound. A variety of chemical bonds exist, including ionic bonds, covalent bonds, and hydrogen bonds. These
bonds differ from one another in the way they form, their relative strength, and other characteristics. Biological molecules, like those of DNA and RNA, tend to make use of two or more
types of chemical bonds, each with its own function in the molecule.
Summarize The table below lists the types of
chemical bonds found in a DNA molecule or used
by a DNA molecule in its biochemical interactions
with other molecules in the cell. Use internet
sources or reference books available at your
school or local library to complete the table.
Discuss The bonds in DNA (or any other
biological molecule) are always just right for
the job that the molecule is supposed to do.
Type of Bond
How It Is Formed
That is, replacing a covalent bond in a molecule

with a hydrogen bond would almost certainly have
a harmful effect on the molecule, preventing it
from carrying out the biological function for which
it is designed or destroying the molecule itself.
On a separate sheet of paper, list and describe two
instances in which a DNA bond is just right for
the position in which it is located.
Relative Strength
How It Is Used in DNA
Ionic
Covalent
Hydrogen
Van der Waals

force
Hydrophobic force
Unit 3
83
Name
Date
Concept
Mapping
Class
CHAPTER 12
The Central Dogma of Biology
Complete the events chain showing the events that occur as DNA codes for RNA, which guides
the synthesis of proteins, the central dogma of biology. These terms may be used more than
once: cytoplasm, mRNA, ribosome, rRNA, stop codon, template, uracil.
DNA is unzipped in the nucleus.
RNA polymerase moves down the (1)

DNA strand as the DNA unwinds.
As the mRNA is made, (2)

incorporated instead of thymine.
is
Processed mRNA moves out of the nucleus and into

.
the (3)
The mRNA connects to the (4)

, and
tRNA carries the amino acid methionine to the start codon. More
tRNA carries amino acids to the ribosome according to the codons
on the mRNA.
The (5)
bonds between amino acids.
in the ribosome catalyzes the
The ribosome moves along the mRNA until it reaches a

(6)
The (7)
is released from the tRNA, and
the ribosome subunits disassemble.
84
Unit 3
Name
Date
Class
CHAPTER 12
Study Guide
Section 1: DNA: The Genetic Material
In your textbook, read about nucleotides.

Label the diagrams of DNA nucleotides and bases. Use these choices:
purine
sugar
"ASES
.UCLEOTIDE3TRUCTURE

!DENINE
#(
# .
(
(.
# .
(
"ASES
"ASE
.(
#(
(.
#
#(
/
.
(
#(
#
#(
.
/
(

In your textbook, read about DNA structure.

(

#
(.
6.
(#
#(
.(
(
/(
5.
(
(
#(
(
4.
/
/
3.

2.
.(
1.
pyrimidine
phosphate
guanine
cytosine
4HYMINE
adenine (A)
double-ring
nucleotides
chromosome
genetic material
purine
7.
cytosine
nitrogenous bases
single-ring
double helix
nucleic acids
, guanine (G), cytosine (C), and thymine (T)

are the four
8. In DNA,
guanine (G).
in DNA.
always forms hydrogen bonds with
9. The sequence of
of an organism.
carries the genetic information
10. Chargaffs data states that the number of

equals the number of pyrimidine bases in DNA.
bases
11. The twisted ladder shape of DNA is called a

12. DNA is the
.
of all organisms.
13. The pyrimidine bases have a

14. The purine bases have a
15. DNA and RNA are the two
16. DNA supercoils to make up the structure known as a
Unit 3
structure.
structure.
found in living cells.
.
85
Name
Date
Class
CHAPTER 12
Study Guide
Section 2: Replication of DNA
In your textbook, read about semiconservative replication.

Match the description in Column A with the term in Column B.
Column A
Column B
1. unwinds in multiple areas as DNA is replicated
A. semiconservative replication
2. parental strands separate and serve as templates

for new strands of DNA
B. DNA helicase
C. single-stranded binding
proteins
3. the DNA of prokaryotes
D. leading strand
4. keep the strands of DNA separate during

replication
E. eukaryotic DNA
5. elongates as DNA unwinds and is replicated
continuously
F. circular DNA
6. unwinds the double helix
In your textbook, read about base pairing.

Label the diagram showing DNA replication. Use these choices:
DNA ligase
DNA polymerase
leading strand
10.
8.
11.
9.
12.
parental DNA
g

g
$IRECTIONOF
REPLICATION

g

g
g
g

,AGGINGSTRAND
g
(ELICASE

g
86
2.!
PRIMER
Unit 3
7.
Okazaki fragments
Name
Date
Class
CHAPTER 12
Study Guide
Section 3: DNA, RNA, and Protein
In your textbook, read about the central dogma of biology.

1. The central dogma of biology, or the mechanism of reading and
expressing genes in all living things, can be expressed as follows:
DNA RNA proteins.
2. The process of the synthesis of mRNA from DNA is called translation.
In your textbook, read about the code.
&IRST
"ASE
Refer to the figure. Respond to each statement.

3. Express the following sequence of DNA nucleotides as complimentary mRNA codons.
TACCGATTAACAACT
4. Write the specific amino acid or code that each mRNA codon
from statement 3 above represents.
!
5. Identify the start and stop mRNA codons.
'
In your textbook, read about translation and the role of the ribosome.
3ECOND"ASE
4HIRD
"ASE
'
555
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hide
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Use each of the terms below only once to complete the passage.
anticodon
ribosome
cytoplasm
start codon
mRNA
translation
protein
tRNA
Once the (6)
is synthesized, it leaves the nucleus and
enters the (7)
. The 5' end of the mRNA connects to the
(8)
, where the code is read and translated to make a(n)
(9)
in a process called (10)
translation, (11)
interprets the mRNA codon sequence. Once the mRNA
is associated with the ribosome, a tRNA with the (12)

the mRNA (13)
Unit 3
. In
CAU will bind to
AUG.
87
Name
Date
Class
CHAPTER 12
Study Guide
Section 4: Gene Regulation and Mutations
In your textbook, read about prokaryote and eukaryote gene regulation.

If the statement is true, write true. If the statement is false, replace the italicized term or
phrase to make it true.
1. Gene regulation is the ability of an organism to control which genes are transcribed.
2. A chromosome contains the genes for the proteins needed for a specific metabolic
pathway.
3. An operator is a segment of DNA that acts as an on/off switch for translation.
4. Eukaryotes can control gene expression using transcription factors.
5. Hox genes play an important role in determining the gender of an organism.
In your textbook, read about mutations.
M2.!
Refer to the figure below. Respond to the following statement.

! 5 ' ! ! ' 5 5 5 ' ' # ' # ! 5 5 ' 5 ! !
.ORMAL
0ROTEIN
-ET
,YS
0HE
'LY
!LA
,EU
3TOP
6. Record the mRNA codon sequence that would result from a substitution mutation
of A instead of G in the amino acid alanine (Ala) in the above protein.
Complete the table by filling in the missing information. Use these choices:
frameshift
mRNA Sequence
Mutation Sequence
7. UGU-CCG-GAA-CGA
UGC-CGG-GAA-CGA
8. GAA-CGU-AGC-GGU
GAU-CGU-AGC-GGU
9. UGU-UUC-CCU-UAA
UGU-UCC-CUU-AA*
88
substitution
Type of Mutation
Unit 3
Nombre
Fecha
Curso
CAPTULO 12
Gua
de estudio
Seccin 1: ADN: El material gentico
En tu libro de texto, lee acerca de los nucletidos.

Identifica los diagramas de los nucletidos y bases de ADN. Usa estas opciones:
purina
BASES
%STRUCTURADELNUCLETIDO
(.
#(
# .
.
(

!DENINA
#
(.
BASES
/

.(
#(
#
#(
/
.
(

(.
#(
"ASE

(
6.
# .
.
(
#(
/(
(#
5.
(
(
.(
#(
4.
(
/
3.
/

2.
.(
1.
pirimidina
guanina
fosfato
citosina
azcar
#
#(
.
/
(
4IMINA
En tu libro de texto, lee acerca de la estructura del ADN.
Escribe el trmino o la frase que mejor completa cada afirmacin. Usa estas opciones:
cidos nucleicos
bases de nitrgeno
material gentico
7. La
adenina (A)
citosina
nucletidos
anillo doble
cromosoma
purina
anillo sencillo
hlice doble
, la guanina (G), la citosina (C) y la timina (T) son
las cuatro
en el ADN.
8. En el ADN, la
siempre forma enlaces de hidrgeno con
la guanina (G).
9. La secuencia de
lleva la informacin gentica de un organismo.
10. Las reglas de Chargaff establecen que el nmero de bases de
es
equivalente al nmero de bases de pirimidina en el ADN.

11. La forma de escalera torcida del ADN se llama
12. El ADN es el
.
de todos los organismos.
13. Las bases de pirimidina tienen una estructura de
14. Las bases de purina tienen una estructura de

15. El ADN y ARN son los dos
.
que se encuentran en las clulas vivientes.
16. Las superespirales de ADN componen la estructura conocida como

Unidad 3
.
CAPTULO 12 La gentica molecular
89
Nombre
Fecha
Curso
CAPTULO 12
Gua
de estudio
Seccin 2: Replicacin del ADN
En tu libro de texto, lee acerca de la replicacin semiconservativa.

Columna A
Columna B
A. replicacin semiconservativa
1. Se desenrolla en reas mltiples a medida que el

ADN se replica.
B. ADN helicasa
2. Las cadenas parentales se separan y sirven como
guas para nuevas cadenas de ADN.
C. protenas de unin
monocatenarias
3. Es el ADN de las procariotas.

D. cadena conductora
4. Mantienen las cadenas de ADN separadas durante
la replicacin.
E. ADN eucaritico
F. ADN circular
5. Se extiende a medida que el ADN se desenrolla y

se replica continuamente.
6. Desenrolla la hlice doble.
En tu libro de texto, lee acerca del apariamiento de bases.

Identifica el diagrama que muestra la replicacin del ADN. Usa estas opciones:
ADN parental
fragmentos de Okazaki
7.
10.
8.
11.
9.
12.
ADN polimerasa
g

g
$IRECCINDELA
REPLICACIN

g

g
g
g

(ELICASA
#ADENARETRASADA
g

g
90
!2.
CEBADOR
La gentica molecular CAPTULO 12
Unidad 3
ADN ligasa
cadena conductora
Nombre
Fecha
Gua
de estudio
Curso
CAPTULO 12
Seccin 3: ADN, ARN y protena
En tu libro de texto, lee acerca del dogma central de la biologa.

1. El dogma central de la biologa, o el mecanismo de lectura y
expresin de los genes en todas las cosas vivientes, se puede
expresar de la siguiente manera: ADN ARN protenas.
2. El proceso de la sntesis del ARNm a partir del ADN se llama traduccin.
En tu libro de texto, lee acerca del cdigo.
0RIMERA
"ASE
Consulta la tabla. Responde a cada afirmacin.

3. Expresa la siguiente secuencia de nucletidos del ADN como
codones del ARNm complementarios.
TACCGATTAACAACT
4. Escribe el aminocido o cdigo especfico que representa cada

codn del ARNm de la afirmacin 3 arriba.
!
5. Identifica el inicio y la detencin de los codones del ARNm.

'
En tu libro de texto, lee acerca de la traduccin y la funcin

del ribosoma.
3EGUNDABASE
4ERCERA
"ASE
'
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ALANINA
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GLUTAMATO
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GLICINA
'5'
VALINA
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GLUTAMATO
'''
GLICINA
'
Usa cada uno de los siguientes trminos slo una vez para completar el prrafo.
ARNm
codn de inicio
Una vez que el (6)
entra al (7)
ARNt
protena
anticodn
ribosoma
citoplasma
traduccin
se sintetiza, ste abandona el ncleo y

. El extremo 5' del ARNm se conecta al
(8)
, donde se lee el cdigo y se traduce para producir una
(9)
mediante un proceso llamado (10)
En la traduccin, el (11)
interpreta la secuencia de
codones del ARNm. Una vez que el ARNm est asociado con el ribosoma, un ARNt con el
(12)
CAU se enlazar con el (13)
AUG del ARNm.

Unidad 3
CAPTULO 12 La gentica molecular
91
Nombre
Fecha
Curso
CAPTULO 12
Gua
de estudio
Seccin 4: Regulacin y mutaciones de los genes
En tu libro de texto, lee acerca de la regulacin de genes procariotas y eucariotas.

Si la afirmacin es verdadera, escribe verdadero. Si la afirmacin es falsa, substituye el
trmino o la frase en cursiva para volverla verdadera.
1. La regulacin de genes es la capacidad de un organismo de controlar qu genes se transcriben.
2. Un cromosoma contiene los genes para las protenas necesarios para una ruta
metablica especfica.
3. Un operador es un segmento del ADN que acta como un interruptor de encendido

y apagado para la traduccin.
4. Las eucariotas pueden controlar la expresin de los genes usando factores de transcripcin.
5. Los genes hometicos tienen un papel importante en la determinacin del gnero de

un organismo.
En tu libro de texto, lee acerca de las mutaciones.

Consulta el dibujo a continuacin. Responde a la siguiente afirmacin.
!2.M
! 5 ' ! ! ' 5 5 5 ' ' # ' # ! 5 5 ' 5 ! !
.ORMAL
0ROTENA
-ET
,IS
&E
'LI
!LA
,EU
$ETENCIN
6. Registra la secuencia de codones del ARNm que resultara a partir de una mutacin de
substitucin de A en vez de G en el aminocido alanina (Ala) en la protena anterior.
Completa la tabla con la informacin faltante. Usa estas opciones:

defase
Secuencia del ARNm
Secuencia de mutacin
7. UGU-CCG-GAA-CGA
UGC-CGG-GAA-CGA
8. GAA-CGU-AGC-GGU
GAU-CGU-AGC-GGU
9. UGU-UUC-CCU-UAA
UGU-UCC-CUU-AA*
92
La gentica molecular CAPTULO 12
substitucin
Tipo de mutacin
Unidad 3
Name
Section
Quick Check
Date
Class
CHAPTER 12
Section 1: DNA: The Genetic Material

1. Describe the structure of DNA proposed by Watson and Crick.
2. Clarify what it means to say that the orientation of the two strands in the DNA
molecule is antiparallel.
3. Apply Chargaffs rule to decide how many guanine bases a length of DNA will have
if it has 26 cytosine bases. Explain.
4. Contrast the possible structures of DNA and RNA nucleotides.
5. Assess The paper published by Watson and Crick on the structure of DNA is surrounded in controversy because of the lack of credit given to the work of other scientists that helped them develop their ideas. Using the story of the discovery of the
structure of DNA, assess the importance of scientists sharing information.
Unit 3
93
Name
Date
Section
Quick Check
Class
CHAPTER 12
Section 2: Replication of DNA

1. Recall what happens to the DNA double helix so that DNA polymerase can begin
adding appropriate nucleotides.
2. Explain what Okazaki fragments are.
3. Describe how Okazaki fragments are joined.
4. Indicate why eukaryotic DNA is replicated in multiple areas at once, while in

prokaryotes, DNA replication begins in only one area.
5. The Roman emperor Claudius probably died from a buildup of toxins in his body
as a result of liver failure. Historians believe his liver failed because he ate poisonous mushrooms that his wife gave him. The mushrooms contained a substance that
prevents the synthesis of mRNA from DNA. Deduce how a substance that stops the
synthesis of mRNA could cause liver failure.
94
Unit 3
Name
Section
Quick Check
Date
Class
CHAPTER 12
Section 3: DNA, RNA, and Protein

1. State the central dogma of biology.
2. Differentiate between transcription and translation.
3. Discuss the ways in which eukaryotic pre-mRNA is processed before it reaches the
ribosome.
4. Summarize the synthesis of mRNA.
5. Determine the protein sequence that would be coded for by reading the following
mRNA sequence from left to right: UCUCUGGCUAUCAGC.
Unit 3
95
Name
Date
Section
Quick Check
Class
CHAPTER 12
Section 4: Gene Regulation and Mutations

1. Recall the parts of an operon.
2. Explain what Hox genes are.
3. Recall the types of mutations that lead to frameshift mutations.
4. Compare missense mutations and nonsense mutations.
5. Demonstrate how the DNA code for a protein can be mutated by inserting a
nucleotide at one point in the sequence TTTCACGAC.
96
Unit 3
Name
Date
Chapter Test
Class
CHAPTER 12
Molecular Genetics

In the space at the left, write the letter of the term or phrase that best answers each question.
1. Which are the two main parts that make up a chromosome?
A. DNA and protein
B. DNA and RNA
C. RNA and phosphate
D. sugar and phosphate
2. Which base always base pairs with guanine?
A. adenine
B. cytosine
C. thymine
D. uracil
3. Which scientists discovered the double helix model of DNA?
A. Chargaff and Levene
B. Franklin and Wilkins
C. Hershey and Chase
D. Watson and Crick
Part B: Matching
1. travels from nucleus to a ribosome to direct the creation of a protein
A. mRNA
2. transports amino acids to a ribosome
B. rRNA
3. is part of a ribosome
C. tRNA
Part C: Interpreting Drawings

(
(
(

(
.(
(
/(
#(
(
/
/
1. Identify the nucleotide structures base, phosphate, and sugar

labeled AC in Figure 1.
.UCLEOTIDE3TRUCTURE
Write the letter of the correct type of RNA on the line next to its description. Answers may be
used only once.
"
Figure 1
Unit 3
97
Name
Date
Chapter Test
Class
CONTINUED
.ITROGENOUS"ASES
0YRIMIDINE"ASES
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Figure 2
2. Identify the nucleotide bases adenine, guanine, cytosine, and thymine labeled
AD in Figure 2.

1. Describe the ladder-like structure of a DNA molecule.
2. Define the central dogma of biology.
98
Unit 3
Name
Chapter Test
Date
Class
CONTINUED

1. Infer how the disruption of the transcription process would affect a bacteriums
ability to make proteins.
2. A newspaper article describes a mutated strain of bacteria that cannot be killed

by drugs such as antibiotics. Explain how this mutation occurred.
Unit 3
99
Name
Date
Chapter Test
Class
CHAPTER 12
Molecular Genetics

In the space at the left, write the letter of the term, phrase, or sentence that best completes each
statement or answers each question.
1. Which did scientists know about molecular genetics in the early 1900s?
A. Chromosomes carry genetic information.
B. DNA differs from RNA.
C. DNA is genetic material.
D. Four basic nucleotides comprise DNA.
2. Which is the function of the DNA helicase enzyme in the DNA replication process?
A. coils new DNA strands
B. joins DNA to RNA primer
C. matches nucleotide pairs
D. unwinds the double helix
3. Which defines a codon in DNA or mRNA?
A. pair of nucleic acid and sugar
B. pair of phosphate and sugar
C. three-base code
D. two-base code
5. Which type of mutation causes the DNA replication to stop early?

A. addition
B. deletion
C. frameshift mutation
D. nonsense mutation
100 Molecular Genetics CHAPTER 12
Unit 3
4. The one-gene/one-enzyme hypothesis has been modified to refer to the fact that one gene
codes for one
A. carbohydrate.
B. nucleotide.
C. polypeptide.
D. protein.
Name
Date
Chapter Test
Class
CONTINUED

Matching Write the letter of the correct scientist on the line next to his or her accomplishment
or research. Answers may be used only once or not at all.
1. one of two scientists who confirmed that DNA
is genetic material
A. Oswald Avery
B. Martha Chase
2. determined the structure of the nucleotides

comprising DNA
C. Erwin Chargaff
3. first isolated DNA macromolecules
D. P.A. Levine
4. one of two scientists who determined the

double helix structure of DNA
E. Francis Crick
5. During replication, the bonding of a nucleotide to a parent strand is catalyzed by
.
6. The synthesis of mRNA from DNA is called
7. The process of the mRNA connecting to a ribosome and reading the code to produce a protein is
8. A type of mutation that is a chemical change in just one base pair is called a(n)

.UCLEOTIDE3TRUCTURE
(
(

(
(
/(
.(
(
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/
/
1. Identify the structures labeled AD in Figure 1.
called
"
Figure 1
Unit 3
CHAPTER 12 Molecular Genetics 101
Name
Date
Chapter Test
Class
CONTINUED
.ITROGENOUS"ASES
0YRIMIDINE"ASES
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Figure 2
2. Identify the nucleotide bases labeled AD in Figure 2.

1. Describe the structure of a DNA molecule.
2. Infer why the central dogma of biology was based on Watson and Cricks discovery.
3. Contrast RNA and DNA.

Write your response to each statement on a separate sheet of paper.
1. Infer why mutations always begin at a cellular level in an organism.
2. Infer why the federal government sets maximum limits on the amounts of
chemicals that are in drinking water. Include the term mutagens in your answer.
Unit 3
Name
Date
Chapter Test
Class
CHAPTER 12
Molecular Genetics

In the space at the left, write the letter of the term, phrase, or sentence that best answers
each question.
1. Which scientist discovered that the bacteria Streptococcus pneumoniae changed its form?
A. Avery
B. Chase
C. Griffith
D. Watson
2. Which scientist confirmed that DNA is genetic material?
A. Chargaff
B. Crick
C. Hershey
D. Levene
3. Which scientist determined the basic structure of nucleotides that make up DNA?
A. Chargaff
B. Levene
C. Watson
D. Wilkins
4. Which explains how DNA strands fit inside of a cell?
A. DNA strands coil tightly around proteins called histones.
B. The average strand is only composed of 50245 nucleotides.
C. The chromatin fibers of DNA are only three molecules thick.
D. The double helix shape of DNA greatly reduces its volume.
5. Which is the function of the enzyme DNA polymerase during replication?
A. bonds mRNA to original parent strand
B. bonds new nucleotides to parent strand
C. unwinds the replicated DNA strand
D. winds up the replicated DNA strand
6. Which is the central dogma of biology?
A. DNA codes for RNA, which guides enzyme synthesis.
B. DNA codes for RNA, which guides protein synthesis.
C. RNA codes for DNA, which guides enzyme synthesis.
D. RNA codes for DNA, which guides protein synthesis.
Part B: Completion
Write the correct term in the blank to complete each sentence below.
1. Photo 51 taken by Rosalind Franklin indicated DNA was a(n)
2. During replication, the double helix is unwound by the
Unit 3
.
.
Name
Date
Chapter Test
Class
CONTINUED
3. A strand containing ribose and uracil is called
4. Histidine, which contains the base sequence cytosine-adenine-cytosine, is an example of a(n)
.
5. George Beadle and Edward Tatum developed a hypothesis known as
one gene
6. The ability of an Escherichia coli bacterium to control its gene transcription in response to
environmental factors is called
.UCLEOTIDE3TRUCTURE
(
(

(
/(
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/
1. Identify the structures labeled AE in Figure 1.
"
Figure 1
.ITROGENOUS"ASES
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Figure 2
2. Identify the nucleotide bases labeled AE in Figure 2.
Unit 3
Name
Chapter Test
Date
Class
CONTINUED
3. Identify the nucleotide base found only in DNA and the base found only in RNA.

1. Summarize the important features of the DNA molecule proposed by James
Watson and Francis Crick.
2. Contrast prokaryotic DNA and eukaryotic DNA.
3. Describe the functions of the three types of RNA.

1. Assess the scientific impact of Watson and Cricks discovery.
2. Differentiate between transcription and translation.
Unit 3
Name
Date
Class
CHAPTER 12
Assessment
Section 12.1
Vocabulary Review

1.
2.
3.
5.
4.
6.
7.
8.

Think Critically
10.
11.
Section 12.2
Vocabulary Review
Write a sentence defining each vocabulary term.

12.
13.
14.
15.
Unit 3
16.
Name
Date
Class
CHAPTER 12
Assessment
17.18. Record your answers for questions 17 and 18 on a separate sheet of paper.
Think Critically
19.
20.
21.
Section 12.3
Vocabulary Review
Write a sentence that connects the vocabulary terms in each pair.

22.
23.
24.
25.
26.
27.
29.
Think Critically
Unit 3
Name
Date
Class
CHAPTER 12
Assessment
Section 12.4
Vocabulary Review
Write the vocabulary term that describes each process.

31.
32.
33.
34.
35.
36.
37.
38.
Think Critically
39.
40.
43.
44.
Cumulative Review
45.47. Record your answers for questions 4547 on a separate sheet of paper.
Unit 3
Name
Date
Class
CHAPTER 12
Assessment

Multiple Choice
1.
3.
5.
7.
2.
4.
6.
8.
Short Answer

10.
11.
12.
13.
14.
15.
16.
Extended Response

18.
19.
Essay Question
Unit 3
Table of
Contents
Chapter 13
Reproducible Pages
Genetics and Biotechnology
Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Launch Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
MiniLab (1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
MiniLab (2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
BioLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Real-World Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Concept Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Study Guide (English) . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Study Guide (Spanish) . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Section Quick Check 1 . . . . . . . . . . . . . . . . . . . . . . . . . . 131

Chapter Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Chapter Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Chapter Test C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Student Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . 143
111
Name
Diagnostic
Test
Date
Class
CHAPTER 13
1. Thousands of years ago, humans domesticated wolves and over time have bred
closely related wolf offspring. Dozens of dog breeds have emerged from wolves and
other canines. Huskies were bred to be strong runners to pull sleds, and German
shepherds were bred for their keen sense of smell. At times, undesirable traits, such
as a weak hip in German shepherds, emerged. Which of the following explains the
emergence of dog breeds from wild canines, such as wolves?
A. As a result of human breeding attempts, inbreeding created undesirable dog traits.
B. Humans used selective breeding to obtain desirable traits in dog breeds.
C. Scientists used genetic engineering to manipulate wild canine genes.
D. Through natural selection, domesticated dogs evolved from wild canines.
Explain.
2. Scientists have taken a gene from an ocean jellyfish that creates a bioluminescent
light, and they have inserted the gene into a mosquito. The mosquito with the
jellyfish gene gives off a green light when it is exposed to ultraviolet light because
the mosquito now possesses part of the jellyfishs DNA. Which explains what
scientists have accomplished?
A. A new form of life was created through the process of gene cloning.
B. DNA fingerprinting was employed to identify a key jellyfish gene.
C. Natural selection processes were altered to change the mosquitos DNA.
D. The genes of the mosquito were manipulated using genetics.
Explain.
3. In 2003, scientists completed the Human Genome Project. Describe the goal of
this project.
Unit 3
CHAPTER 13 Genetics and Biotechnology 113
Name
Date
Launch Lab
Class
CHAPTER 13
How does selective breeding work?
A deck of cards can represent the genome of a population of organisms. In this lab, you
will model selective breeding to create a population of cards with similar suits.
Procedure
2. Shuffle a deck of cards. Choose one suit to
represent the gene you wish to select.
3. Lay the entire deck face up in 26 pairs.
4. Select the pairs that contain at least one card
from your chosen suit.
5. In the space below, record the number of cards

remaining and calculate the percentage of cards
not selected from the starting pile.
6. Shuffle the remaining cards, and repeat
steps 24 until all of your cards are of the
suit you selected.
Analysis
1. Infer why the cards were laid out in pairs.
2. Relate changes in the percentage of cards discarded after each round to how the
percentage of genes might change in a population.
114
Genetics and Biotechnology CHAPTER 13
Unit 3
Name
MiniLab
Date
Class
CHAPTER 13
Model Hybridization
How are hybrid lilies produced? In this lab, you will examine techniques used by both
professional plant breeders and amateur gardeners to produce the wide variety of lilies
you might see growing in landscaped areas.
Procedure
2. Obtain a labeled drawing of a lily flower and a
fresh open lily flower. Examine the flower with
a hand lens, and identify the male anthers and
the female pistil.
3. Use a cotton swab to gently rub an anther to

pick up pollen.
4. Trade flowers with another lab group and, using
the cotton swab, gently apply the pollen from
your flower to the stigma of the pistil of the
new flower.
Analysis
1. Infer When breeders hybridize lilies, they transfer pollen to the stigma of an
unopened lily flower and then cover the stigma with a foil cap. Why do you think
this would be necessary?
2. Think Critically A breeder produces a hybrid lily, which is then allowed to grow
and produce seeds naturally. When these seeds are planted, the new lily plants
do not have the same characteristics as the hybrid parent. Hypothesize why this
would occur.
Unit 3
Name
Date
MiniLab
Class
CHAPTER 13
Model Restriction Enzymes
How are sticky ends modeled? Use scissors and tape to produce paper DNA fragments
with sticky ends and a recombinant DNA plasmid.
Procedure
2. Obtain one straight paper DNA sequence,
which will represent genomic DNA, and one
circular paper DNA sequence, which will
represent a plasmid.
3. Find each GAATTC sequence recognized by the

restriction enzyme EcoRI and cleave the genome
and plasmid DNA using scissors.
4. Use tape to make a recombinant DNA plasmid.
Analysis
1. Analyze and Conclude Compare your plasmid to those made by other lab groups.
How many different recombinant plasmids could be made using this particular
genomic sequence? Explain.
2. Infer What enzyme did the scissors represent? Explain.

116
Unit 3
Name
Date
Class
CHAPTER 13
BioLab
Forensics: How can genetic engineering

be used to solve a crime?
Background: Although all humans are similar genetically, variations do occur in certain
segments of DNA. When cut with restriction enzymes, the variety of sizes of these fragments can be used to determine the source of a sample of DNA.
Question: Based on the DNA samples, were any of the suspects at the scene?
Materials
various DNA samples
electrophoresis chamber
power source
micropipette and tips
prepared agarose gels
restriction enzyme
microcentrifuge tubes and rack
sample-loading dye
nontoxic dye
staining and destaining containers
DNA fragments of known size (control)
ruler
ice in foam container
water bath at 37C
Safety Precautions
Procedure
2. Read the entire procedure.
3. Label your DNA samples.
4. Design and construct a data table you can use to
record your observations when you perform gel
electrophoresis of your samples.
5. Your teacher will instruct you how to prepare
your samples, set up the gel electrophoresis
equipment, load your samples, and run the
electrophoresis.
6. Use the gel-staining dye to detect the location

of DNA fragments in the gel for each of your
samples.
7. Use a ruler to measure (in mm) the distance of
each migrated DNA band from the wells. Record
this information in your data table.
8. Cleanup and Disposal Wash and return all
reusable materials. Dispose gels and other
reagents in properly labeled containers. Wash
your hands thoroughly.
Unit 3
BioLab, Forensics: How can genetic engineering

be used to solve a crime? continued
1. Interpret Data Based on your observations, predict which suspect is incriminated
by the DNA evidence.
2. Think Critically While the amount of DNA needed for electrophoresis is not large,
the amount that can be extracted from a few hairs might not be enough. How might
a forensic scientist solve this problem?
3. Error Analysis DNA fingerprints have a very high level of accuracy if they are run
correctly. What are some sources of error that could lead to inaccurate results?
118
Unit 3
Name
Date
Real-World Biology:
Analysis
Class
CHAPTER 13
DNA Fingerprinting
Genetic Prints Help Solve Mystery of Girls Switched at Birth. Murder Conviction
Overturned by DNA Testing: Prisoner Released. Headlines such as these have become
commonplace in recent years due to the forensic method of DNA fingerprinting, originally developed in Britain in the early 1980s. DNA fingerprinting is a method for visualizing sequences of DNA. Every person (except identical twins) has a unique sequence of
base pairs. In DNA fingerprinting, scientists analyze a small number of DNA sequences
that are known to vary a great deal among individuals. DNA fingerprinting has become
an important tool in investigating criminal cases, identifying bodily remains, tracing
heritage, and studying genetic disorders. In this activity, you will investigate the technique of DNA fingerprinting and learn how this science of identity is used to solve
problems of family heritage and criminal justice.
!LLEGED
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#HILD
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#HILD
Step 1: DNA is extracted from cells and cut into

fragments by restriction enzymes.
3ET0ATERNITY%XCLUSION
-OTHER
Part A: How to Make a DNA Fingerprint
Step 2: The DNA fragments are placed on an electrophoresis gel, and electric current is applied. DNA,
being negatively charged, moves through the gel
to the positively charged electrode. The fragments
spread out according to size.
Step 3: DNA fragments are separated by chemicals
into single strands. Because the strands will disintegrate after a day or two, they are transferred from
the gel onto a sheet of nylon. DNA probes, which
are synthetic DNA segments with known sequences,
are labeled with radioactive compounds. The probes
are then applied to the nylon, and complementary
sequences on the DNA fragments being tested attach
to the probes by base pairing.
Step 4: The nylon sheet is exposed to X-ray film,
and dark bands appear wherever the fragment DNA
(from the sample) has attached to the probe.
Figure 1
The DNA fingerprints in Figure 1 can be used

to determine the paternity of a child. In Set 1 of
the DNA fingerprints, one of the bands in the
childs DNA fingerprint is also present in the
mothers DNA fingerprint. Because none of the
bands in the alleged fathers DNA fingerprint
matches the childs bands, he cannot be the father.

Respond to each question.
1. Identify In Set 2 of the DNA fingerprints, do any of the bands in the alleged fathers
DNA fingerprint match a band in the childs DNA fingerprint?
2. Theorize What does this result indicate?
Unit 3
Real-World Biology: Analysis, DNA Fingerprinting continued

Part B: Applications of DNA Fingerprinting
DNA fingerprinting is useful for solving crimes and analyzing kinship

relationships. Read the following problems, and analyze the DNA fingerprints to answer the questions.

1. Analyze DNA is isolated from a hair found in a knit hat that was
recovered from the scene of a bank robbery. DNA fingerprints
are derived from the hair sample (labeled H) and from samples
obtained from seven suspects (labeled 1 through 7). Analyze the
DNA fingerprints in Figure 2. To which suspect might the hair
belong? Explain.
Figure 2

"LOODSTAIN
"LOODSTAIN
3USPECTS
2. Compare Figure 3 shows DNA fingerprints of a blood sample

taken from a crime scene and samples taken from seven suspects.
Compare the DNA fingerprints. Which suspect could have
committed the crime? Explain.
Figure 3
3. Apply The DNA fingerprints in Figure 4 are those of members

of three generations of a family, as well as those of some
unrelated individuals.
a. DNA fingerprint 7 is that of a son of two other family members.
Which DNA fingerprints are those of his parents?

b. DNA fingerprint 10 is that of the grandmother. Which DNA

fingerprints are those of her daughter and of her daughters
father? Explain.
Figure 4
Careers In Biology
DNA Biology Visit biologygmh.com for information on biological
technicians. What are the responsibilities of a biological technician?
120
Unit 3
Name
Date
Class
CHAPTER 13
Enrichment
Analyze a Problem: Products of Recombinant

DNA Technology
Recombinant DNA is produced by combining DNA from different sources. In recombinant

DNA technology, a plasmid is typically used to carry a DNA fragment from another source
into a bacterial cell. The protein that the DNA fragment codes for is produced inside the
bacterium. When the bacterium replicates, so does the plasmid carrying the DNA fragment.
Large numbers of the recombinant bacteria are grown in cultures, producing large quantities of
the protein, which can be isolated from the bacteria.
Select Proteins produced by recombinant DNA
technology are used to treat diseases and synthesize vaccines. Suppose you are a writer for a medical journal and would like to write an article about
the use of this technology. The table below lists six
proteins produced by recombinant DNA technology currently in use. Select one of the proteins to
research.
Research Once you have selected a protein, research

as much detail as possible on the production and
use of the protein. Questions to consider while
researching include: Is this protein used widely, or
is it still experimental? Are there any potential
problems or side effects from the use of the protein?
Are there any ethical questions involved in the use of

the recombinant DNA technology that produces this
protein?
Discuss Use your textbook and other reference
materials to find information. Discuss your topic
and possible answers to your questions with your
teacher and classmates.
Write Based on your research and class discussion, write an article about the protein you selected.
Provide answers for any questions you researched
and discussed. Be sure to properly cite the sources
you used to write your article.
Protein Products of Recombinant DNA Technology

Protein
Category
Application
Interferons
immune
treatment
used to treat multiple sclerosis, some types of cancer, and viral

infections such as hepatitis
Interleukins
immune
treatment
regulate the immune function of white blood cells; used in

cancer treatment
Factor VIII
hormone
used as replacement blood-clotting factor in type A hemophilia
Erythropoietin (EPO)
hormone
stimulates bone marrow; used to treat some forms of anemia
Bovine somatotropin
(BST)
miscellaneous
given to cows to increase milk production
Apolipoprotein
miscellaneous
deters the development of fatty deposits in arteries and prevents

strokes and heart attacks
Unit 3
Name
Date
Concept
Mapping
Class
CHAPTER 13
Use of Restriction Enzymes in Genetics

and Biotechnology
Complete the flowchart about the tools and processes used in genetics and biotechnology.
These terms may be used more than once: DNA, DNA fingerprinting, DNA ligase, gel
electrophoresis, plasmid, polymerase chain reaction, recombinant DNA, smaller DNA
fragments, transformation.
1.
is cleaved using
restriction enzymes
to make
2.
which are
which are separated by

3.
sequenced
and used to identify

individuals by
4.
5.
using fluorescent tagged

nucleotides. Copies are then made
by a technique called
6.
which is carried by a
7.
using
8.
and are then inserted into

bacteria through
9.
122
Unit 3
and are then combined with

other DNA to make
Name
Date
Class
CHAPTER 13
Study Guide
Section 1: Applied Genetics
In your textbook, read about selective breeding.

Column A
Column B
1. the process in which two closely related organisms

are bred to produce desired traits and eliminate
undesired ones in future generations
A. test cross
2. the process by which desired traits in an organism

are selected and passed on to their future generations
C. inbreeding
B. selective breeding
3. the method for determining the genotype of an organism
In your textbook, read about hybridization.

Complete the graphic organizer about hybridization.
Hybridization
4. Definition:
5. Used by:
6. Advantages of Hybridization:
7. Disadvantages of Hybridization:
In your textbook, read about inbreeding.

Use each of the terms or phrases below only once to complete the passage.
Clydesdale
harmful recessive traits
Inbreeding may be used to produce (8)

(9)
recessive allele
. The
horse is a good example of inbreeding. One disadvantage
of inbreeding is that it can lead to (10)

passed on to future generations if both parents carry the (11)
Unit 3
pure breeds
. Harmful traits can be

.
Name
Date
Class
CHAPTER 13
Study Guide
Section 2: DNA Technology
In your textbook, read about DNA technology.

Complete the table by using each term in a sentence.
Vocabulary Term
Sentence
1. Genetic engineering
2. Restriction enzymes
3. Gel electrophoresis
4. Recombinant DNA
5. Plasmids
6. DNA ligase
7. Transformation
8. Cloning
9. Polymerase chain reaction
10. Transgenic organisms
In your textbook, read about genetic engineering.

desired traits
expressed
Selective breeding produces organisms with (11)

genetic engineering actually changes how a specific (12)
(13)
124
gene
, while
is
in an organisms offspring.
Unit 3
Study Guide, Section 2: DNA Technology
continued
In your textbook, read about DNA tools and recombinant DNA.

Complete the graphic organizer about recombinant DNA.
Recombinant DNA
Cloning
DNA sequencing
Polymerase chain reaction
14. Purpose:
Purpose:
to produce very large numbers
of identical DNA molecules
15. Purpose:
gel electrophoresis
16. Scientists use

17. A process called
18. During
PCR
recombinant DNA technology
restriction enzymes
to cut DNA into smaller fragments.

separates DNA fragments by size.
, DNA fragments move to the positive end.
19.
starts with a primer.
20.
are bacterial proteins.
21.
combines DNA fragments from different sources.
22. A technique called
Unit 3
copies a specific region of DNA.
Name
Date
Class
CHAPTER 13
Study Guide
Section 3: The Human Genome
In your textbook, read about the Human Genome Project.

cleaved
Human Genome Project
protein-coding sequences
The (1)
DNA fingerprinting
noncoding sequences
Escherichia coli
nucleotides
was completed in 2003. Its goal was to determine the sequence of
all the (2)
of human DNA. Scientists prepared for the HGP by starting
small, using (3)
. To determine one continuous human genome sequence,
each of the 46 human chromosomes was (4)
. Most of the sequences have
no direct function and are called (5)

sequences are (6)
, while less than 2 percent of the

. The DNA sequences unique to each individual were
determined through (7)
In your textbook, read about DNA fingerprinting.

Imagine that you are a detective trying to solve a crime that occurred ten years ago. You have
DNA from the crime scene. Write a summary of how you might use DNA fingerprinting to
solve your mystery.
8.
In your textbook, read about the genome and genetic disorders.

Complete the graphic organizer about SNP.
Single Nucleotide
Polymorphism
(SNP)
9. Definition:
10. Function:
126
Unit 3
Nombre
Fecha
Curso
CAPTULO 13
Gua
de estudio
Seccin 1: Gentica aplicada
En tu libro de texto, lee acerca de la reproduccin selectiva.

Une la definicin de la columna A con el trmino de la columna B que corresponda.
Columna A
Columna B
A. cruce de prueba
1. proceso por el cual dos organismos estrechamente

relacionados se cruzan para producir rasgos deseados y
eliminar aquellos no deseados en generaciones futuras
B. reproduccin
selectiva
2. proceso por el cual se seleccionan los rasgos deseados en

un organismo y se transmiten a generaciones futuras
C. reproduccin en
consaguinidad
3. mtodo para determinar el genotipo de un organismo
En tu libro de texto, lee acerca de la hibridacin.

Completa la grfica sobre la hibridacin.
Hibridacin
4. Definicin:
5. Utilizada por:
6. Ventajas de la hibridacin:
7. Desventajas de la hibridacin:
En tu libro de texto, lee acerca de la reproduccin en consaguinidad.

Usa cada uno de los trminos o frases que aparecen a continuacin nicamente una vez para
completar el prrafo.
Clydesdale
gen alelo recesivo
rasgos recesivos peligrosos
razas puras
.
La reproduccin en consaguinidad se puede utilizar para producir (8)

El caballo (9)
es un buen ejemplo de la reproduccin en
consaguinidad. Una desventaja de la reproduccin en consaguinidad es que puede producir

(10)
futuras si los dos padres llevan el (11)
Unidad 3
. Los rasgos peligrosos se pueden transmitir a generaciones

.
CAPTULO 13 Gentica y biotecnologa 127
Nombre
Fecha
Curso
CAPTULO 13
Gua
de estudio
Seccin 2: Tecnologa del ADN
En tu libro de texto, lee acerca de la tecnologa del ADN.

Completa el cuadro al usar cada uno de los trminos de vocabulario en una oracin.
Trmino de vocabulario
Oracin
1. Ingeniera gentica
2. Enzimas de restriccin
3. Electroforesis en gel
4. ADN recombinante
5. Plsmidos
6. ADN ligasa
7. Transformacin
8. Clonacin
9. Reaccin de la cadena polimerasa
10. Organismos transgnicos
En tu libro de texto, lee acera de la ingeniera gentica.

expresa
gen
rasgos deseados
La reproduccin selectiva produce organismos con (11)

ingeniera gentica cambia en realidad la forma en que un (12)
se (13)
128
Gentica y biotecnologa CAPTULO 13
, mientras que la
especfico
en la descendencia de un organismo.
Unidad 3
Gua de estudio, Seccin 2: Tecnologa del ADN
continuacin
En tu libro de texto, lee acerca de las herramientas del ADN y del ADN recombinante.
Completa la grfica sobre la ADN recombinante.
ADN recombinante
Clonacin
Propsito:
producir cantidades muy
grandes de molculas de ADN
idnticas
Secuencia del ADN
14. Propsito:
Reaccin de la cadena polimerasa

15. Propsito:
Escribe el trmino o la frase que mejor se adapte a cada oracin. Usa las siguientes opciones:
electroforesis en gel
reaccin de la cadena polimerasa
16. Los cientficos usan
enzimas de restriccin
tecnologa del ADN recombinante
para fraccionar el ADN en
fragmentos ms pequeos.
17. Un proceso que se llama
separa los fragmentos del
ADN por tamao.

18. Durante la
, los fragmentos del ADN se mueven
hacia el extremo positivo.

19. La
comienza con un cebador.
20. Las
son protenas bacteriales.
21. La
combina los fragmentos del ADN de diferentes
fuentes.
22. Una tcnica que se llama
copia una regin especfica
del ADN.
Unidad 3
CAPTULO 13 Gentica y biotecnologa 129
Nombre
Fecha
Gua
de estudio
Curso
CAPTULO 13
Seccin 3: El genoma humano
En tu libro de texto, lee acerca del proyecto del Genoma Humano.

Escherichia coli
nucletidos
secuencias que no codifican
fraccion
proyecto del Genoma Humano
El (1)
huella digital del ADN

secuencias que codifican protena
se complet en el ao 2003. La meta era
determinar la secuencia de todos los (2)
del ADN
humano. Los cientficos se prepararon para el proyecto del Genoma Humano en pequea escala, usando
la (3)
. Para determinar una secuencia continua
del genoma humano, se (4)
cada uno de los
46 cromosomas humanos. La mayora de las secuencias no tienen ninguna funcin directa y se llaman
(5)
, mientras que una cantidad inferior al 2 por ciento de las
secuencias son (6)
. Las secuencias del ADN particulares
para cada individuo se determinaron a travs de la (7)
En tu libro de texto, lee acerca de la huella digital del ADN.

Imagina que eres un detective que intenta resolver un crimen que ocurri hace diez aos.
Tienes el ADN de la escena del crimen. Escribe un resumen de cmo podras usar la huella
digital del ADN para resolver el misterio.
8.
En tu libro de texto, lee acerca del genoma y los trastornos genticos.

Completa la grfica sobre el polimorfismo nucletido simple.
Polimorfismo
nucletido simple
9. Definicin:
10. Funcin:
130
Gentica y biotecnologa CAPTULO 13
Unidad 3
Name
Section
Quick Check
Date
Class
CHAPTER 13
Section 1: Applied Genetics
After reading the section in your textbook, respond to each question and statement.
1. Tell what selective breeding is and why it is used.
2. Identify some advantages of hybrid organisms.
3. Explain how having a pure breed of dogs has both advantages and disadvantages.
4. Indicate how inbreeding leads to the development of pure breeds.
5. Imagine a breed of chickens in which black-and-white-speckled feathers are a

recessive trait. If a breeder has a chicken that has solid black feathers, how can
the genotype of this chicken be determined? Use the terms homozygous and
heterozygous in your answer.
Unit 3
Name
Date
Section
Quick Check
Class
CHAPTER 13
Section 2: DNA Technology

1. Describe Name and describe the two different types of DNA ends that can be
produced by restriction enzymes.
2. State the purpose of PCR.
3. Explain how DNA fragments are separated by gel electrophoresis.
4. Indicate the role of bacteria in the production of recombinant DNA.

5. Suggest one advantage of an organism produced by genetic engineering over an

organism produced by selective breeding.
132
Unit 3
Name
Section
Quick Check
Date
Class
CHAPTER 13
Section 3: The Human Genome
After reading the section in your textbook, respond to each question and statement.
1. Recall What is the Human Genome Project? What were the goals of this project?
2. Explain What is DNA fingerprinting?
3. Identify the steps in making a microarray slide.
4. Present the process of sequencing a genome. Use the terms restriction enzymes and
recombinant DNA in your answer, and include the role of computers.
5. Predict two ways in which the study of the human genome might lead to
better health.
Unit 3
Name
Date
Chapter Test
Class
CHAPTER 13

In the space at the left, write the letter of the phrase that best completes each statement or
answers each question.
1. A test cross can help a gardener determine that a rose plant has a
A. genotype rr.
B. genotype Rr.
C. phenotype rr.
D. phenotype Rr.
2. Which do scientists use to cut genomic DNA into smaller fragments to isolate specific genes?
A. DNA ligase
B. recombinant DNA
C. restriction enzymes
D. transgenic bacteria
3. How many genes make up human DNA?
A. 5000 to 10,000
B. 20,000 to 25,000
C. 45,000 to 50,000
D. 70,000 to 75,000
Part B: Matching
1. produces huskies strong enough to pull sleds
A. hybridization
2. inserts a bioluminescent gene into a tobacco plant
B. genetic engineering
3. produces a plant that is disease-resistant like one

parent and more nutritious like the second parent
C. selective breeding
Matching Set 1 Write the letter of the correct phrase on the line next to its description.
Matching Set 2 Write the letter of the correct phrase on the line next to its description.
4. combines a DNA fragment with DNA from a
different source
A. gel electrophoresis
B. gene cloning
5. produces large numbers of identical DNA molecules

C. polymerase chain reaction
6. makes copies of certain regions of DNA
7. separates DNA fragments by size
134
D. recombinant DNA
technology
Unit 3
Name
Chapter Test
Date
Class
CONTINUED
Part C: Interpreting a Punnett Square

On the Punnett square, W stands for a white grapefruit tree allele, and w stands for a
red grapefruit tree allele. Respond to the questions by writing your answers on the
lines provided.
2ED'RAPEFRUIT
(ETEROZYGOUS7HITE
'RAPEFRUIT
8X
XX
8X
XX
Use the Punnett square above to respond to each statement.
1. Describe the possible appearances of the grapefruit tree offspring shown in this
Punnett square.
2. Identify the different possible genotypes of the grapefruit tree offspring.
3. Infer the phenotypes and genotypes of two parent plants if the farmer wanted to
produce all red grapefruit tree offspring.
Unit 3
Name
Date
Chapter Test
Class
CONTINUED

Use the illustration to respond to each statement.
#UT
1. Study the drawing. Identify the genetic engineering process

the drawing illustrates. Explain how this process is done.
'
'
#LEAVAGE
'
'
!
!
!
4
4
2. Describe the technique of gene therapy.
#
'
'
#
4
3PLICING
4
!
!
'
'
'
'


1. Explain the possible negative effects of transgenic fish genetically engineered to
grow larger in size.
2. Infer how a person wrongly convicted of a crime in 1979 could benefit from DNA
fingerprinting if hair samples of the true criminal were found at the scene of the crime.
136
Unit 3
Name
Date
Chapter Test
Class
CHAPTER 13

In the space at the left, write the letter of the word or phrase that best answers each question.
1. Which is an example of selective breeding?
A. breeding tomatoes to increase fruit size
B. crossing two plants with desirable traits
C. inserting genes from one plant into another
D. returning bred plants to their natural habitat
2. Which is a disadvantage of hybridization?
A. Hybridization is harmful to the affected organisms.
B. Hybridization is inferior to genetic engineering.
C. Hybridization is technically difficult to perform.
D. Hybridization is time-consuming and expensive.
3. Which is the process by which unwanted aggressive behaviors are bred out of certain
types of dogs?
A. hybridization
B. inbreeding
C. selective breeding
D. test crosses
4. Which is an example of a transgenic organism?
A. chicken genetically engineered to resist diseases
B. German shepherd bred to identify explosives
C. hybrid rice grain that produces higher yields
D. praying mantis raised to kill garden pests
5. Which is the scientific field devoted to creating and maintaining databases about
the gene sequences of organisms?
A. bioinformatics
B. genomics
C. pharmacogenomics
D. proteomics

Matching Write the letter of the correct term on the line next to its description. Answers may
be used once or not at all.
1. DNA molecule found in bacteria and yeast
A. DNA ligase
2. converts messenger RNA into DNA
B. EcoRI
3. chemically joins two DNA fragments together
C. plasmid
4. creates sticky ends on DNA fragment
D. restriction enzyme
E. reverse transcriptase
Unit 3
Name
Date
Chapter Test
Class
CONTINUED
Completion Write the term or phrase that best completes each statement.
5. DNA fragments are separated by size using
6. Large numbers of identical recombinant DNA molecules are produced using
7. DNA fragments from two different sources are combined using

8. DNA strands are cut into fragments using
9. Recombinant DNA is placed into bacterial cells using
.
.
.

1. Analyze Use the blank Punnett square below to show the parent alleles and possible
offspring genotype(s)of a test cross between a heterogeneous white grapefruit tree
and a homozygous-recessive red grapefruit tree.
XXX
2. Infer the possible offspring phenotype(s) from a test cross between a homozygous
white grapefruit tree and a homozygous-recessive red grapefruit tree. Explain why
only this (these) phenotype(s) is (are) possible.
138
Unit 3
Name
Chapter Test
Date
Class
CONTINUED
#UT

illustrated by the drawing. Explain how this process is done.
Include the term gel electrophoresis in your explanation.
'
'
#LEAVAGE
'
'
!
!
!
4
4
2. State the purpose of the Human Genome Project.
#
'
'
#
4
3PLICING
4
!
!
3. Discuss the primary medical goal of the field of proteomics.

'
'
'
'

1. Explain the possible negative effects of transgenic fish genetically engineered to
grow larger in size.
2. Critique the HapMap project from the perspective of a person with a disease caused
by his or her genetic makeup.
3. Infer one possible positive effect and one negative effect of the development of
pharmacogenomics on the health-care industry.
Unit 3
Name
Date
Chapter Test
Class
CHAPTER 13

In the space at the left, write the letter of the word or phrase that best completes each statement
1. Scientists use the process of genetic engineering to
A. change the arrangement of genes in an organisms DNA.
B. combine an organisms RNA proteins with its DNA.
C. insert the DNA of one organism into another organism.
D. map out the sequences of nucleotides in human DNA.
2. Which is the process that scientists use to produce large numbers of recombinant
DNA molecules?
A. gel electrophoresis
B. gene cloning
D. recombinant DNA technology
3. Which substance creates DNA fragments with sticky or blunt ends to be joined
with other DNA fragments?
A. plasmid
B. DNA ligase
C. restriction enzyme
D. reverse transcriptase
4. Which process is applied to identify mutations or errors in DNA molecules?

A. DNA sequencing
B. gel electrophoresis
5. Which process separates DNA fragments by size?
A. DNA sequencing
B. gel electrophoresis
6. The primary goal of the HapMap project is to
A. catalog the genetic sequences of individual DNA.
B. create a database for genetic, biological information.
C. identify genes that cause serious human diseases.
D. map the sequence of nucleotides in human DNA.
140
Unit 3
Name
Date
Chapter Test
Class
CONTINUED
Part B: Completion
Write the term or phrase that best completes each statement.
1. The process of breeding closely related organisms to eliminate undesirable traits in
future generations is called
2. The existence of many different strains of goldfish is a result of
3. Breeding a dog that has a good sense of smell with another dog that will retrieve game
birds to produce offspring with both desirable traits is an example of

4. EcoRI is an example of a(n)
5. Organisms that have been genetically engineered by inserting a foreign gene into
their DNA are called
6. The process used to identify an unknown accident victim is called

1. Analyze Use the blank Punnett square below to show the parent alleles and possible
offspring genotype(s) of a test cross between a heterogeneous purple pea plant and a
homozygous-recessive white pea plant.
XXX
2. Explain why a test cross is unnecessary for a homozygous-recessive red grapefruit tree.
Unit 3
Name
Date
Chapter Test
Class
CONTINUED

illustrated by the drawing. Explain how this process is done.
Include the term gel electrophoresis in your explanation.
'
'
'
'
!
!
!
4
4
#
'
2. Identify the process scientists can complete by using the

product from the drawing. Describe this process.
'
#
4
4
!
!
'
'
'
'
3. Discuss the primary medical goal of the field of proteomics.


Write your response to the statement in the space provided.
1. Evaluate both the scientific and social benefits and dangers of the Human
Genome Project.
142
Unit 3
Name
Date
Class
CHAPTER 13
Assessment
Section 13.1
Vocabulary Review
Write the vocabulary term that best completes each sentence.

1.
2.
3.
4.
5.
6.
7.
Think Critically
8.
9.
Section 13.2
Vocabulary Review

10.
12.
11.
13.
Unit 3
Name
Date
Class
CHAPTER 13
Assessment
14.
15.
16.
17.
18.

Think Critically
20. a.
b.
c.

Section 13.3
Vocabulary Review

23.
24.
25.
26.
27.
28.
144
Unit 3
Name
Date
Class
CHAPTER 13
Assessment
29.
30.
Think Critically
31.
32. Careers in Biology Record your answer for question 32 on a separate sheet of paper.
34.
35.
36.
Cumulative Review
37.
Unit 3
Name
Date
Class
CHAPTER 13
Assessment

Multiple Choice
1.
3.
5.
7.
2.
4.
6.
8.
Open Ended

9.
10.
11.

14.

Extended Response

17.
18.
19.
Essay Question
146
Unit 3
Chapter 10
Diagnostic Test
Page 3
1. The correct answer is D. Based on student

responses, use the list below to address
preconceptions.
Student thinks both processes create gametes
with half the number of chromosomes as the
parent cell. Direct student to the mitosis and
meiosis table in Section 10.1.
Student thinks both processes produce daughter cells with DNA identical to the parent cell.
Direct student to the mitosis and meiosis table in
Section 10.1.
Student thinks both processes serve similar
functions. Direct student to the mitosis and
Student thinks both processes have only one
cell division. Direct student to the mitosis and
Student confuses the number of phases in both
processes. Direct student to the mitosis and
2. The correct answer is B. Based on student
preconceptions.
Student thinks Mendel was instrumental in
cloning research. Direct student to the discussion of how genetics began in Section 10.2.
Student thinks Mendel was instrumental in
genetic engineering. Direct student to the discussion of how genetics began in Section 10.2.
Student thinks Mendel was involved with the
human genome project. Direct student to the
discussion of how genetics began in Section 10.2.
Student thinks Mendel was involved in mapping human chromosomes. Direct student
to the discussion of how genetics began in
Section 10.2.
Student thinks Mendel is a twentieth-century
scientist. Direct student to the discussion of how
genetics began in Section 10.2.
Student thinks the science of genetics did not
start until the twentieth century. Direct student to the discussion of how genetics began in
Section 10.2.
Unit 3
3. The white-flowered plants had a recessive

gene for purple-colored flowers. Based on student responses, use the list below to address
preconceptions.
Student thinks that seeds for plants with
purple flowers must have become mixed up
with the seeds for plants with white flowers.
Direct student to the genes in pairs discussion in
Section 10.2.
Student thinks environmental factors determine organism traits instead of genetic make
up. Direct student to the genes in pairs discussion in Section 10.2.
Student thinks environmental factors caused
the flowers to change their color from white to
purple. Direct student to the genes in pairs discussion in Section 10.2.
Student thinks all the flowers must have a hidden trait for purple flower color. Explain to student that some flowers could be homozygous for
white colored flowers.
Launch Lab
Page 4 What would happen without meiosis?
Analysis
1. After each cycle of mitosis, duplication, and fertilization, the chromosome number in the cell
doubles.
2. In order to maintain chromosome number, a
reduction in the number of chromosomes needs
to occur in the cell prior to fertilization.
MiniLab
Page 5 Predict Probability in Genetics
Analysis
1. free earlobes and attached earlobes
2. phenotypes: 75 percent dominant (free earlobes), 25 percent recessive (attached earlobes);
genotypes: 25 percent homozygous dominant,
50 percent heterozygous, 25 percent homozygous
recessive
CHAPTER 10 TEACHER GUIDE AND ANSWERS 147
Chapter 10
MiniLab
Page 6 Map Chromosomes
Analysis
1. not without more information, such as relative
location of a third gene
2. The more crossover frequencies known, the
more information can be used to draw the map.
Knowing crossover frequencies helps determine
distance between genes.
BioLab: Design Your Own

Page 7 How can the phenotype of offspring help
determine parental genotype?
Real-World Biology: Lab

Page 9 Kernel Color in Corn
Planning the Activity
Use this activity to reinforce student understanding of
genetic crosses and Mendelian genetics in Chapter 10.
The activity can also be used to reinforce working
148 CHAPTER 10 TEACHER GUIDE AND ANSWERS
Purpose
Students apply their understanding of Mendelian
genetics to making and analyzing Punnett squares.
Students then work with an ear of corn to determine
how an actual phenotypic ratio compares with the
theoretical value that a Punnett square predicts.
Career Applications
Plant breeding is a profession that helps humans by
working to improve the productivity and quality of
crop plants through genetics. Plant breeders plan
and carry out breeding studies to develop new varieties of crop plants that are more productive, have
better nutritional content, and are more resistant to
pests. Breeders might also develop new varieties of
ornamental plants with larger flowers, more intense
aromas, and increased pest resistance. They might
also participate in the development of patents and
assist with the development and management of a
plant breeding group in a seed company.
A career in plant breeding requires a thorough
understanding of the principles of genetics and plant
growth. Students preparing for a career as a plant
breeder should study genetics, statistics, agronomy,
and food science in college. A bachelor of science
degree or equivalent is required. Plant breeding or
agronomical experience and training in plant breeding or plant science is also required.
Materials ear of corn showing red and yellow
kernels produced by a monohybrid cross; calculator
Teaching Strategies
Review basic Mendelian genetics by asking students questions such as What is a phenotype? and
What is a genotype?
It might be useful to review the steps of filling
out a Punnett square before students begin this
activity.
Appropriate ears of corn can be purchased from a
biological supply house.
Below Level: If students are having trouble calculating genotypic and phenotypic ratios, go through
an example on the board with them.
Above Level: Have advanced students repeat
Part B, steps 2 and 3, using two ears of corn and
Unit 3

1. Students will observe the colors of the plants in
each group and record the number of each colored plant from each group.
2. Answers will depend on the genotypes in the
groups of seeds.
3. The ratio of green to white plants from a cross
between two heterozygous parent plants will be
approximately 3:1. The ratio of green to white
plants from a cross between a heterozygous parent and a homozygous white parent plant will be
approximately 1:1. If one parent plant is homozygous for the green, all the plants in that group
will be green, and the phenotype and genotype
of the second parent cannot be determined.
4. Answers will vary depending upon the data
collected.
collected.
collected.
7. The more seeds, the more data can be collected
for more accurate analysis.
with Punnett squares and predicting phenotypic and

genotypic ratios.
Chapter 10
answer questions 1 and 2 again. Ask them to

explain any difference in their results from counting only one ear.
Answers to Student Worksheet
Part A: Using Punnett Squares

1. Possible genotypes: all Rr
Possible phenotypes: all red
2. Figure 2: Possible genotypes: RR, Rr
Possible phenotypes: all red
Predicted genotypic ratio of RR to Rr: 1:1
Predicted phenotypic ratio: 100% red
Figure 3: Possible genotypes: Rr, rr
Possible phenotypes: red, yellow
Predicted genotypic ratio of Rr to rr: 1:1
Predicted phenotypic ratio of red to yellow: 1:1
Figure 4: Possible genotypes: RR, Rr, rr
Possible phenotypes: red, yellow
Predicted genotypic ratio of RR to Rr to rr: 1:2:1
Predicted phenotypic ratio of red to yellow: 3:1
Part B: Looking at Corn
1. Ratios of red to yellow will vary but should be
close to 3:1.
2. Observed ratios should compare well with the
theoretical ratio.
3. If only half the kernels were counted, the
observed ratio would not be as close to the
theoretical ratio. The more offspring that are
counted, the closer the observed ratio will be to
the theoretical value.
4. Cross a plant grown from the unknown red kernel with one grown from a homozygous recessive yellow kernel. If none of the offspring have
yellow kernel color, the unknown red kernel
was RR. If half the offspring have yellow kernel
color, the unknown red kernel was Rr. The two
possibilities are diagrammed in Figures 1 and 3,
respectively.
Careers in Biology
Plant breeders plan and carry out breeding studies
to develop new varieties of crop plants that are more
productive, have better nutritional content, and are
Unit 3
more resistant to pests. Breeders can also develop

new varieties of ornamental plants with larger
flowers, more intense aromas, and increased pest
resistance.
Enrichment
Page 11 Predicting Plant Genetic Traits
Student Punnett squares should be completely filled
out, as shown below.
WT
Wt
wT
wt
WT
WWTT
WWTt
WwTT
WwTt
Wt
WWTt
WWtt
WwTt
Wwtt
wT
WwTT
WwTt
wwTT
wwTt
wt
WwTt
Wwtt
wwTt
wwtt
The genotypic and phenotypic ratios are as follows:

Genotypic Ratio
There are nine possible genotypes: WwTt, WWTt,
WwTT, Wwtt, wwTt, WWTT, WWtt, wwTT, and
wwtt. The genotypic ratio is 4:2:2:2:2:1:1:1:1.
Phenotypic Ratio
There are four possible phenotypes: white-flowered,
tall; white-flowered, short; purple-flowered, tall;
and purple-flowered, short. The phenotypic ratio is
9:3:3:1.
Concept Mapping
Page 12 Meiosis I and Meiosis II
1. condense, pair up
2. line up, equator
3. separate
4. chromosomes, cytokinesis
5. Spindle apparatus
6. Chromosomes
Chapter 10
7. Sister chromatids
8. nuclei, cytokinesis
Study Guide
Page 13 Section 10.1

1. inherited
2. gametes
3. Self-fertilization
4. cross-pollination
5. trait
6. recessive
7. dominant
8. P
9. P
10. PP
11. Pp
12. pp
13. monohybrid
14. dihybrid

1. C
2. A
3. D
4. B
5. false
6. false
7. true
8. false
9. polyploidy
10. triploid
1. prophase I
2. prophase II
3. telophase II
4. interphase
5. anaphase I
6. telophase I
7. anaphase II
8. metaphase I
9. metaphase II
10. Meiosis
11. Mitosis
12. Meiosis
13. Mitosis
14. Mitosis
15. Meiosis
16. Meiosis
17. Meiosis
18. Mitosis
19. Meiosis
20. Meiosis
15. gene
16. phenotypic ratio
17. genotypes
18. RRYy; round, yellow
19. RrYY; round, yellow
20. RRYy; round, yellow
21. RRyy; round, green
22. RrYy; round, yellow
23. Rryy; round, green
24. RrYY; round, yellow
25. rrYY; wrinkled, yellow
26. rrYy; wrinkled, yellow
27. RrYy; round, yellow
28. Rryy; round, green
29. rrYy; wrinkled, yellow
30. rryy; wrinkled, green
31. 1/16
Gua de estudio
Pgina 17 Seccin 10.1
1. profase I
2. profase II
3. telofase II
4. interfase
5. anafase I
6. telofase I
7. anafase II
8. metafase I
9. metafase II
Unit 3
Chapter 10
10. Meiosis
11. Mitosis
12. Meiosis
13. Mitosis
14. Mitosis
15. Meiosis
16. Meiosis
17. Meiosis
18. Mitosis
19. Meiosis
20. Meiosis

1. heredan
2. gametos
3. autofertilizacin
4. polinizacin cruzada
5. rasgo
6. recesivo
7. dominante
8. P
9. P
10. PP
11. Pp
12. pp
13. monohbrido
14. dihbridos
15. genes
16. razn fenotpica
17. genotipos
18. RRYy; redondo; amarillo
19. RrYY; redondo; amarillo
20. RRYy; redondo; amarillo
21. RRyy; redondo; verde
22. RrYy; redondo; amarillo
23. Rryy; redondo; verde
24. RrYY; redondo; amarillo
25. rrYY; arrugado; amarillo
26. rrYy; arrugado; amarillo
27. RrYy; redondo; amarillo
28. Rryy; redondo; verde
Unit 3

29. rrYy; arrugado; amarillo
30. rryy; arrugado; verde
31. 1/16

1. C
2. A
3. D
4. B
5. falso
6. falso
7. verdadero
8. falso
9. poliploida
10. triploide
Section Quick Check

1. A gene is a segment of a chromosomes DNA that
controls the production of a protein.
2. The stages of meiosis I are interphase, prophase
I, metaphase I, anaphase I, and telophase I.
3. The cats gametes will carry 19 chromosomes.
Gametes have half the number of chromosomes
of the diploid cells. So, 38/2 = 19 chromosomes.
4. In anaphase I, homologous chromosomes separate and move toward the opposite poles of the
cell, but the sister chromatids stay together. In
anaphase II, sister chromatids are pulled apart
and move toward the opposite poles of the cell.
5. Sexual reproduction increases genetic variation,
which leads to more possible beneficial gene
combinations and allows for the faster development of new traits.

1. Punnett squares are used to predict the possible
genotypes and phenotypes of the offspring from
a cross between two known genotypes.
2. Mendel allowed the F1 plants, which had all
yellow seeds, to self-fertilize. The resulting offspring had both yellow and green seeds, proving
that the trait was still present.
Chapter 10
3. The homologous pairs of chromosomes, which

carry the same genes, separate during meiosis I.
Therefore, in heterozygous cells, the two forms
of a single gene will be in different cells after
meiosis. Each gamete contributes only one form
of the gene for a trait, and each union of gametes
from one parent with a gamete from the other
parent is an independent event.
4.
W WW WW
w
Ww
Ww
5. The red flower color in this plant is dominant,

and the white is recessive.
Page 24 Part A: Multiple Choice

1. C
2. C
3. A
Page 24 Part B: Matching

1. meiosis
2. mitosis
3. meiosis
4. mitosis
5. meiosis
Page 25 Part C: Interpreting Punnett Squares

1. A: Tt; B: tt
2. A: RRYY; B: RRyy; C: RrYy
Page 26 Part D: Short Answer

1. Offspring of sexual reproduction receive half
of their DNA from each parent. Offspring from
asexual reproduction are genetically identical to
their parent.
2. The organisms allele pairs are called its genotype. A hidden recessive gene can be part of the
organisms genotype. The outward expression
of an allele pair is called the phenotype of the
organism.
Page 26 Part E: Concept Application

1. The F1 generation is the first generation offspring from a crossing of individuals with two
different forms of a trait. The form of a trait that
appears during the F1 generation is called the
dominant trait. White flowers are a dominant
trait for this plant species. The form of a trait
that is hidden during the F1 generation is called
a recessive trait. Red flowers are a recessive trait
for this plant.
2. Genetic recombination is the new combination
of genes that produce different traits through the
process of independent assortment. The possible
combinations of genes in dogs would be equal to
276, which is more genetic diversity than is possible with humans.
Unit 3
1. Genetic recombination is the new combination

of genes produced by crossing over and independent assortment.
2. The closer together two genes are on a chromosome, the less likely the two genes are to be separated by crossing over. Therefore, they are likely
to be inherited together.
3. The possible number of chromosome pairs that
can be made in a diploid organism is expressed
as the formula 2n, where n is the number of
chromosome pairs. For an organism with five
pairs of chromosomes, there would be 25 (or 2
2 2 2 2 = 32) possible combinations of the
chromosomes.
4. The two genes would not be inherited together if
crossing over occurs between them.
5. If chromosomes fail to separate during meiosis, one of the daughter cells would have a 2n
number of chromosomes. When it combines
during fertilization, the resulting offspring will
have a 3n (polyploid) number of chromosomes.
Another possibility is that after fertilization, a 2n
zygote cell might fail to divide after its first replication of chromosomes and not divide until the
chromosomes had been replicated a second time.
This would produce a polyploid offspring with a
4n number of chromosomes.
Chapter Test A
Chapter 10
Chapter Test B
1. C
2. D
3. C
4. C
5. B
Page 27 Part B: Matching and Completion

Matching
1. A
2. E
3. D
4. B
5. C
Completion
6. 46
7. gene
8. asexual reproduction
9. heredity/inheritance
10. hybrid

1. A: TT; B: Tt; C: Tt; D: tt
2. A: RRYY (round, yellow seeds); B: RRyy (round,
green seeds); C: RrYy (round, yellow seeds)

1. Homologous chromosomes are pairs of chromosomes of the same length and the same centromere. The chromosomes carry genes that control
the same inherited traits.
2. During fertilization, two haploid gametes join
together to form a diploid cell. Each haploid cell
has n number of chromosomes, while a diploid
cell has 2n number of chromosomes.
3. The form of a trait that is outwardly expressed
is called dominant. A hidden form of a trait is
called recessive.
desired traits (large fan-shaped, red tails) after

each generation and removing all others from
the aquarium will lead to a population of guppies with the desired traits.
2. There is no dominant color for this plant. Both
alleles for color have some phenotypic expression resulting in the mixed color of pink. When
a plant has two alleles for white-colored flowers,
it produces white flowers. Two alleles for
red-colored flowers produce red flowers. One
allele for each color results in pink flowers.
Chapter Test C
1. A
2. B
3. C
4. C
5. A

Matching
1. D
2. E
3. B
4. A
5. C
Completion
6. gene
7. crossover
8. asexual reproduction
9. alleles
10. genotype

1. The phenotype of both parents is the ability to
roll the tongue. The genotype of both parents is
Tt (heterozygous for tongue rolling).
2. Round, yellow seeds: 9:16; round, green seeds:
3:16; wrinkled, yellow seeds: 3:16; wrinkled,
green seeds: 1:16
1. The hobbyist would first select for breeding the

guppies with the desired traits, and separate
these fish from the others. Selecting fish with the
Unit 3
Chapter 10

1. Mendel bred garden peas by cross-pollinating
plants with different traits. He transferred male
gametes from the flower of pea plants with specific
traits to the female reproductive organs of flowers of other plants with different traits. Mendel
followed various traits in pea plants through successive generations, analyzed his experimental
results, and hypothesized that the offsprings traits
were inherited from parent plants.
2. Mendels law of segregation states that the two
alleles for each trait separate during gamete formation and unite again during fertilization.
3. Genes located close to each other on the same
chromosome are linked to each other and travel
together during gamete formation. Linked
genes do not segregate independently and are
an exception to Mendels law of independent
assortment.
1. There are four possible alleles for the fur color

in rabbits, and each allele corresponds to a different color. The gene for fur color is located at
the same position on both homologous chromosomes. The genes on both chromosomes will
code for fur color but not necessarily the same
color. The four alleles have different dominance
relationships with each other.
2. The phenotype is a mixture of black and white
hairs (a color called roan). The genotype reveals
a codominance between the two traits, and this
codominance could be represented by the genotype BW.
Unit 3
Chapter 11
Diagnostic Test
Page 39
1. The correct answer is B. Based on student

preconceptions.
Student thinks that there are no diseases or
disorders caused by heredity. Direct student
to the recessive genetic disorders discussion in
Section 11.1.
Student thinks recessive genes cause all genetic
disorders. Direct student to the dominant
genetic disorders discussion in Section 11.1.
Student thinks dominant genes cause all
genetic disorders. Direct student to the recessive
genetic disorders discussion in Section 11.1.
Student thinks environmental factors cause
albinism. Direct student to the recessive genetic
disorders discussion in Section 11.1.
Student thinks dietary factors cause albinism.
Direct student to the recessive genetic disorders
discussion in Section 11.1.
2. The correct answer is C. Based on student
preconceptions.
Student thinks a pedigree catalogs all observable traits of a person. Direct student to the
pedigree discussion in Section 11.1.
Student thinks a pedigree traces all the observable traits through a familys history. Direct
student to the pedigree discussion in Section 11.1.
Student thinks a pedigree only involves the
family history of royalty or famous people.
Direct student to the pedigree discussion in
Section 11.1.
Student thinks a pedigree maps the genetic
makeup of a person. Direct student to the pedigree discussion in Section 11.1.
3. Neither A nor B is dominant. The two blood
types are codominant, which means that both
alleles are expressed. Based on student responses,
use the list below to address preconceptions.
Student thinks either A or B is the dominant
allele. Explain to student that both blood types
are dominant because both alleles are expressed.
The alleles are codominant.
Unit 3
Student thinks both A and B are recessive.

Direct student to discussion on multiple alleles
in Section 11.2.
Student thinks blood types differ among people with an allele for both A and B blood types.
Direct student to the multiple alleles discussion
in Section 11.2.
Launch Lab
Page 40 What do you know about human
inheritance?
Analysis
1. Answers will vary, but should give some
insight into the knowledge, background, and
experiences your students have regarding
human heredity. Identify and correct any
misconceptions.
2. Knowledge of human heredity is necessary to
understand legal, social, and moral issues that
involve inherited traits. Such knowledge could
help with making certain health decisions.
MiniLab
Page 41 Investigate Human Pedigrees
Analysis
1. With pedigrees, it is easy to follow traits from
one generation to the next.
2. Families affected with unfavorable traits can be
given advice about the chances of their future
children possessing these traits. However,
pedigree information obtained from only a few
members of a family could be inaccurate, unreliable, or misleading.
Minilab
Page 42 Explore the Methods of the Geneticist
Analysis
1. Answers will vary. Sample answer: We look for
the ratio of PTC tasters to non-PTC tasters.
2. Students might suggest DNA analysis or compiling pedigrees to determine dominance. In small
populations, traits can be more common even
though they are recessive, which might cause
students to misidentify them as dominant.
Chapter 11
BioLab
Page 43 Whats in a face? Investigate Inherited
Human Facial Characteristics
1. The male determines the gender of the offspring
in humans.
2. a 50 percent chance in each situation
3. To achieve this outcome, both parents must have
wavy hair (Hh).
4. Answers will depend on the traits used.
5. The chances of two groups producing identical
offspring are quite remote. It would require each
coin flip for each group to be exactly the same
for each trait.
Real-World Biology: Analysis

Page 45 Improving Food Crops
This activity may be used with the study of genetics to reinforce and extend the concepts of selective
breeding and genetic engineering.
Career Applications
Many agricultural technicians work under the
guidance of agricultural scientists as they conduct
tests and experiments to improve the yield and
quality of crops or to increase the resistance of plants
and animals to disease, insects, or other hazards.
In some cases, technicians use computers and
computer-interfaced equipment extensively during
their research. In other cases, technicians perform
much of their work outdoors, sometimes in remote
locations.
Teaching Strategies
Part A
Introduce the concept of selective breeding by eliciting from students information about what they
know about pedigreed animals. What does pedigree
mean? Do students own a pedigreed dog or cat?
If so, what are the animals characteristics? Which
are the most desirable?

Part A: Hybrid Vigor
1. Two inbred strains, A and B, are crossed with
each other to produce a hybrid A B plant. Two
other inbred strains, C and D, are crossed with
each other to produce a hybrid C D plant.
Then plants A B and C D are crossed to produce a double hybrid (A B) (C D) plant.
2. larger ears of corn and taller plants
Part B: Genetically Engineered Foods
1. Scenarios will vary, but should be based on current evidence and employ logical reasoning.
Careers in Biology
Agricultural technicians conduct research, tests,
and experiments to improve the yield and quality of
crops or to increase the resistance of plants and animals to diseases, insects, or other hazards.
Unit 3
Purpose
Students examine methods and effects of selective
breeding and genetic engineering.
Part B
Ask students How is genetic engineering similar
to selective breeding? In what ways is genetic
engineering different from what has been practiced
as selective breeding? Discuss the concept of unintended outcomes, and elicit some examples from
students everyday experiences and observations.
Ask students to interview their parents or other
older relatives or friends about what they remember about thalidomide babies or DDT. Have students share their findings. Discuss the intended
purposes of the substances and their unintended
outcomes. Extend these concepts to the information provided in the table in this activity.
Below Level: (1) Provide an audiotape of the text to
which students can listen while reading the activity.
(2) Laminated cutouts of the ears of corn and the
corn plants in the different sizes and conditions of
robustness can be provided as manipulatives to
aid in understanding the hybridization process.
Above Level: Have students choose an issue or a
problem from the table, plan a study of the problem, and explain how data will be collected and
analyzed.
Chapter 11
Enrichment
Page 47 Blood Typing in Forensic Science
System
Groups
ABO
A, B, AB, O
A
AB
=
=
40%
5%
B
O
=
=
10%
45%
Rh
Rh+, Rh
Rh+
85%
Rh
15%
MN
M, N
50%
50%
Lewis
Le(a+b), Le(a
b+), Le(a+b+),
Le(ab)
Le(a+b) =
Le(a+b+) =
22%
6%
Le(ab+) =
Le(ab) =
72%
~0%
Cartwright
Yta, Ytb
Yta
99%
Ytb
1%
Student calculations will differ depending on the

blood systems chosen and the blood groups assigned
to the individual for whom the calculation is
performed.
Students will discover that the frequency of blood

groups might differ among different populations.
The numbers given in the above table are rough estimates for the American Caucasian population.
Concept Mapping
10. albinism
11. galactosemia
12. Tay-Sachs disease
13. cystic fibrosis
14. Huntingtons disease
15. achondroplasia
16. true
17. false
18. false
19. true
20. true
21. recessive
22. They are carriers.
23. There has to be at least one dominant gene.
Page 48 Genetic Disorders

Frequency in the General Population (average)
1. a dominant gene
2. nondisjunction
3. albinism
4. Huntingtons disease
5. too many
6. Down syndrome
7. Turners syndrome
Study Guide
1. pedigree
2. alleles
3. homozygous
4. alleles
5. heterozygous
6. dominant
7. recessive
8. cystic fibrosis or albinism
9. albinism or cystic fibrosis
Unit 3

1. The check should be in the far right cell.
2. The check should be in the middle cell.
3. The check should be in the far left cell.
4. no
5. no
6. male
Chapter 11

1. A
2. D
3. E
4. B
5. C
6. There are two copies of chromosome 20.
7. There are three copies of chromosome 21.
8. There are two copies of chromosome 22.
9. It has a set of three chromosomes of one kind.
10. nondisjunction
11. older
Gua de estudio
1. Se debe marcar la celda de la extrema derecha.

2. Se debe marcar la celda del medio.
3. Se debe marcar la celda de la extrema izquierda.
4. no
5. no
6. hombre

1. A
2. D
3. E
4. B
5. C
6. Hay dos copias de cromosoma 20.
7. Hay tres copias de cromosoma 21.
8. Hay dos copias de cromosoma 22.
9. Tiene un conjunto de tres cromosomas de una
clase.
10. no disyuncin
11. mayores
Section Quick Check

1. Student answers will vary. Answers might
include three of the following recessive genetic
disorders: cystic fibrosis, albinism, Tay-Sachs
disease, galactosemia, and sickle-cell anemia.
2. A pedigree is a diagram that traces the inheritance of a particular trait through several
generations.
3. CC is homozygous dominant, Cc is a carrier, and
cc is heterozygous recessive. The individual with
the cc genotype will have cystic fibrosis.
4. Their offspring will not express the recessive
trait because both parents must be carriers (have
at least one recessive allele) to produce offspring
with two recessive alleles.
5. Huntingtons disease is not lethal until after
reproductive age, so individuals can pass on
the allele to their children before they have
symptoms.
Unit 3
1. pedigr
2. alelos
3. homocigoso
4. alelos
5. hetercigo
6. dominante
7. recesivo
8. fibrosis qustica o albinismo
9. albinismo o fibrosis qustica
10. albinismo
11. galactosemia
12. enfermedad de Tay-Sachs
13. fibrosis qustica
14. enfermedad de Huntington
15. acondroplasia
16. verdadero
17. falso
18. falso
19. verdadero
20. verdadero
21. recesivo
22. Son portadores.
23. Tiene que haber al menos un gen dominante.
Chapter 11

1. Codominance happens when both alleles are
expressed in the heterozygous condition.
2. Coat color of rabbits is determined by multiple
alleles.
3. Certain phenotypes or disorders that are inherited can be affected by environment. Student
examples will vary, but might include that the
tendency to develop heart disease is inherited,
but the occurrence and seriousness of the disease
are affected by diet and exercise.
4. With multiple alleles, more than two alleles are
possible for one pair of genes. For polygenic
traits, multiple alleles interact in multiple pairs
of genes.
5. For a woman to be color blind, the mother must
be a carrier or homozygous color blind, and the
father must be color blind. Because color blindness is rare, it would be rare for two such people
to meet and have children.

1. Down syndrome is usually caused by three copies of chromosome 21.
2. A telomere is a protective cap that is found on
the end of chromosomes and consists of DNA
associated with proteins.
3. A karyotype is a micrograph in which pairs
of homologous chromosomes are arranged in
decreasing size.
4. Genotype XXX contains three copies of the
X chromosome, so it is trisomy.
5. Amniocentesis samples the fluid surrounding
the fetus for various chemicals and tests for certain genetic disorders. Chorionic villus sampling
samples placenta tissue to test for chromosomal
abnormalities. Chorionic villus sampling can
be done earlier in the pregnancy but might not
reveal problems with metabolism and is less
accurate than amniocentesis.

1. B
2. C
3. A
Page 61 Part C: Interpreting Pedigrees

1. The Roman numerals represent successive
generations.
2. one
3. The pedigree illustrates a dominant genetic
disorder.
4. The black circle could represent a female that
is either heterozygous or homozygous for the
disorder.

1. Many inherited traits involve two forms of
alleles for a trait, but human blood types have
three forms of alleles including O, A, and B.
Different combinations of these alleles create
several different blood types.
2. Sex-linked traits are controlled by genes
located on the X chromosome. Males have one
X chromosome, and females have two X chromosomes. As a result, males are affected by sexlinked traits more often than females.

1. Cystic fibrosis is a recessive genetic disorder.
For the outward expression of the disorder to
express itself, a person must have two alleles for
the disease. A carrier of the disorder will not
express the disease outwardly but will carry one
allele for the disorder.
2. The statement is incorrect. Down syndrome
cannot be cured because the disease is a result
of a mutation in the chromosomes of the individual. An extra chromosome 21 is the cause of
Down syndrome, and it is currently impossible
to remove that chromosome from every cell.
Chapter Test A
Chapter Test B
1. C
2. D
3. B
Unit 3
1. D
2. A
Chapter 11
3. B
4. B

Matching
1. E
2. F
3. B
4. A
5. C
Completion
6. carrier
7. incomplete dominance
8. epistasis
9. autosomes
10. polygenic traits

1. The genotypes are homozygous recessive (cc)
and heterozygous (Cc). The phenotype of a person who is homozygous recessive is the presence
of all sickle-shaped red blood cells, while the
phenotype of a person who is heterozygous for
the disorder will have both normal-shaped and
sickle-shaped red blood cells.
2. Blood types are determined by the multiple
alleles A, B, and O. Blood type A has A markers,
blood type B has B markers, and blood type O
is the absence of either A or B markers. When
the A and B markers are codominant, they form
blood type AB.
1. By analyzing the pedigrees of both families,

the Tay-Sachs trait can be studied, and a genetic
counselor can try to infer the genotypes of each
set of parents from the observation of the phenotypes of family members. The genetic counselor can help the couple determine whether the
inheritance pattern for the disorder is dominant
or recessive, and the genotypes of the man and
woman can be determined. The couple can use
this information to decide whether or not they
want to have biological children.
2. The statement is incorrect. Red-green color
blindness is a recessive X-linked trait. Because
males have only one X chromosome, they are
more likely to be colorblind because only one
recessive allele for the trait will cause the disorder to be outwardly expressed. Females have
two X chromosomes, and a female must have
two recessive alleles for the trait to be outwardly
expressed. This condition is less likely, but it
does occur.
Chapter Test C
1. A
2. C
3. C
4. A
5. D
6. D
1. Both parents are carriers of the disease and

are heterozygous for Tay-Sachs disease.
2. The children would either be homozygous
for not having the gene or heterozygous carriers
of the disease.
3. II3 and II6
4. The first-generation female must be heterozygous for the disorder. If the female were
homozygous for the disorder, all her children
would express the disorder because it is a dominant genetic disorder.
Page 66 Part B: Completion

1. carrier
2. incomplete dominance
3. Epistasis
4. polygenic traits
5. concordance rate
6. amniocentesis

1. II1: homozygous for not carrying the TaySachs disease gene; II2: heterozygous carrier of
the disease; II3: homozygous for not carrying
the Tay-Sachs disease gene; II4: heterozygous
carrier of the disease.
Unit 3
Chapter 11
2. One-fourth of children will be homozygous

for the disease, of the children will be heterozygous carriers of the disease, and will
be homozygous for not carrying the Tay-Sachs
disease gene. The phenotypes would be of the
children would outwardly express the gene and
would not express the gene.
3. I2: heterozygous dominant; II2: heterozygous dominant; II3: homozygous recessive; II4:
heterozygous dominant
4. The genotypes would be: homozygous
dominant, heterozygous dominant, and
homozygous recessive. The phenotypes would be
of the children would outwardly express the
gene, and would not express the gene.

1. By analyzing a familys history, the trait of
a genetic disease can be studied, and a genetic
counselor can try to infer the genotypes of a
persons parents from the observation of phenotypes of family members. The genetic counselor
can help the patient determine whether the
inheritance pattern for the disorder is dominant
or recessive, and the genotype of the individual
can be determined.
2. Both X and Y chromosomes are sex chromosomes. The X chromosome is larger and contains genes essential for the development of both
males and females. The Y chromosome primarily contains genes necessary for the development
of male characteristics.

1. The inheritance pattern is called codominance. All the offspring have an allele for red
hair and an allele for white hair, and the traits
of both alleles are expressed. In a codominant
inheritance pattern, there is no recessive allele.
2. Both parents could be homozygous or heterozygous for type A blood. Another possibility
is that one parent could be homozygous or heterozygous for type A blood, and the second parent could have type O blood.
Unit 3
Chapter 12
Diagnostic Test
Page 75
preconceptions.
Student thinks there is molecular proof of
large-scale biological evolution. Explain to
student that molecular biology provides strong
evidence for large-scale evolution, but it is not
proof.
Student thinks Watson and Crick were molecular biologists. Explain to student that Watson
was a biologist and Crick was a physicist.
Student thinks Watson and Crick were
involved in nuclear physics. Direct student to
the structure question discussion in Section 12.1.
Student thinks Watson and Crick were
involved in cloning. Direct student to the structure question discussion in Section 12.1.
3. A mutation is a permanent change that occurs in

the DNA of a cell. Based on student responses,
use the list below to address preconceptions.
Student thinks all mutations involve grotesque
feature changes. Explain to students that most
mutations cause medical or genetic disorders
that do not involve obvious feature changes.
Launch Lab
Page 76 Who discovered DNA?
Analysis
1. Answers will vary. Timelines should be similar
because all students used the same source.
2. Answers will vary, but students should see that
each scientists work is dependent upon the work
of other scientists.
MiniLab
Page 77 Model DNA Structure
Analysis
1. It appears to have side rails with rungs between
them, and the rungs twist like a spiral staircase.
2. The sugar and phosphate groups represent the
handrails; the bases represent the steps or rungs.
3. The rungs in different models contain a variety
of bases that represent the genetic code. With
the exception of identical twins or triplets, each
organism has a unique genetic code.
MiniLab
Page 78 Model DNA Replication
Analysis
1. DNA replication is called semiconservative
because one strand (the parental strand) is from
the original DNA molecule and makes up half of
the new strand.
2. Nucleotides might not link up in the new strand.
DNA ligase finishes the nucleotide-linking
process.
Unit 3

preconceptions.
Student thinks DNA molecules are composed
of RNA. Direct student to the DNA structure
of amino acids. Direct student to the DNA
structure discussion in Section 12.1.
of proteins. Direct student to the DNA structure
Student thinks sugar cannot be a component of
DNA. Direct student to the DNA structure discussion in Section 12.1.
Student thinks DNA bases do not occur in
pairs. Direct student to the DNA structure discussion in Section 12.1.
Student thinks mutations happen in a body

without originating in cells. Direct student to
the mutations discussion in Section 12.4.
Student thinks mutations affect each body cell.
Direct student to the mutations discussion in
Section 12.4.
Student thinks mutations are always caused by
radiation. Direct student to the mutagens discussion in Section 12.4.
Chapter 12
BioLab
Page 79 Forensics: How is DNA extracted?
1. Answers will vary. It looks like white thread in
suspension.
2. This physically breaks open the cells and
releases their contents.
3. If the sample is contaminated, DNA from
another substance might be present.

Page 81 Mending Mutations
This activity is appropriate for use in conjunction
with Chapter 12.
Purpose
Students examine processes involved in identifying
the locations of genetic mutations as well as research
regarding genetic disorders.
Career Applications
A nurse research coordinator is responsible for
recruiting and organizing patients who volunteer
for a clinical trial (a time when new treatments are
practiced on patients). Nurse research coordinators
make sure that data are collected properly, recorded,
and kept confidential. Nurse research coordinators
are usually RNs with a masters degree in science.
Teaching Strategies
Introduce the activity by discussing what students
already know about genetic diseases. Do they
know anyone who has any of the diseases listed?
What symptoms does the person have? Is the disease debilitating? Is the person being treated for
the disease? How?
Review the process by which the gene directs the
production of a protein and the genetic basis of a
mutation.
Students who have friends or family members
with genetic diseases might want to find out the
types of genetic disorders that are associated with
the disease.
Unit 3
Below Level: Provide an audiotape of the text to

which students can listen while reading the activity. The audiotape should describe the process taking place in the diagram.
To help students visualize the frameshift type
of mutation, manipulatives representing the rows
of bases on the gene in the diagram can be made
from laminated tagboard pieces or dominoes covered with adhesive labels.
One or more questions can be eliminated from
the assignment.
Above Level: Students can consider cases such
as 12-year-old Bryan, who is a good athlete. His
favorite sport is basketball, but he knows he
could never play basketball in college or the NBA
because he is too short. Scientists have developed
gene therapy to help people grow taller. Bryan is
aware of this and wants to be tall.
Bryans sister, Laurie, is five years old and has
genetic hypercholesterolemia. This disease causes
cholesterol to build up and clog the arteries, stopping the blood flow and leading to heart attacks
and strokes. Laurie has a defective gene that does
not produce the receptor that breaks down extra
cholesterol. Gene therapy can be used by inserting
a normal, functioning gene into the liver cells of
the patient. The liver will then start making new
receptors so the patient can break down the cholesterol in the blood.
The parents of Bryan and Laurie cannot pay for
both treatments. How should decisions about gene
therapy be made? Is it ethical for society to allow
or not allow scientists to change the genetic structure of an individual? Should the availability of
gene therapy depend on the amount of money that
an individual has? Who decides? Students may
also develop their own questions.

Part A: Finding the Mutation
1. Compare the three high-risk haplotypes with
the normal ones to find the genes unique to the
high-risk haplotype.
2. The protein produced in (b) is a point mutation.
In the protein produced in (b), the amino acid
Ser replaces the amino acid Gly.
Chapter 12
3. The mutation in (c) is a frameshift mutation.

To correct the defective gene, the base U would
have to be inserted between the UU sequence
and the GG sequence.
Part B: Can mutations be mended?

1. Currently, CF gene therapy has been proven to
be only temporarily effective for lung function.
2. Researchers have not yet found a cure. The test

has been performed only with lab-grown cells,
and the success rate was only 7 percent. A judgment cannot be made about whether or not this
is a cure until information about the results in
patients is obtained from clinical trials.
Careers in Biology
Nurse research coordinators recruit and organize
patients for clinical trials and make sure data are
collected properly, recorded, and kept confidential.
Enrichment
Page 83 Bonding in a DNA Molecule
Type of Bond
How It Is Formed
Relative Strength
Ionic
electrostatic attraction between

1 to 80 kcal/mol
two oppositely charged ions
Covalent
sharing of electrons between

two atoms
Hydrogen
Hydrophobic force
weak attraction that results

from hydrophobic molecules
being pushed close to each
other by a water molecule
Concept Mapping
Page 84 The Central Dogma of Biology
1. template
2. uracil
3. cytoplasm
not part of DNA

molecule; can be used in
bonding DNA to
histones
bonds sugar, phosphate,

50 to 100 kcal/mol and nitrogen bases to
each other
3 to 7 kcal/mol
0.5 to 1 kcal/mol
0.5 to 3 kcal/mol
bonds between AT and

CG base pairs
Van der Waals

force
weak attraction between

positive end of one dipole
molecule and negative end of a
second dipole molecule
weak attraction between two
atoms that are physically
close to each other because of
fluctuating electrical charges
with the atoms
How It Is Used in DNA
contributes to
maintenance of helical
structure of DNA in
regions where strands
are physically adjacent
can contribute to
maintenance of
DNA structure and
positioning of DNA
relative to protein
molecules
4. ribosome
5. rRNA
6. stop codon
7. mRNA
Unit 3
Chapter 12
Study Guide
1. phosphate
2. sugar
3. purine
4. guanine
5. pyrimidine
6. cytosine
7. Adenine (A), nitrogenous bases
8. cytosine
9. nucleotides
10. purine
11. double helix
12. genetic material
13. single-ring
14. double-ring
15. nucleic acids
16. chromosome

1. E
2. A
3. F
4. C
5. D
6. B
7. leading strand
8. DNA polymerase
9. parental DNA
10. Okazaki fragments
11. DNA ligase
12. DNA polymerase

1. true
2. false
3. AUG GCU AAU UGU UGA
4. start (methionine), alanine, asparagine, cysteine,
stop
5. start: AUG, stop: UAA, UGA, UAG
6. mRNA
Unit 3
7. cytoplasm
8. ribosome
9. protein
10. translation
11. tRNA
12. anticodon
13. start codon

1. true
2. An operon
3. transcription
4. true
5. body plan
6. AUG-AAG-UUU-GGC-ACA-UUG-UAA
7. substitution
8. substitution
9. frameshift
Gua de estudio
1. fosfato
2. azcar
3. purina
4. guanina
5. pirimidina
6. citosina
7. adenina (A), bases de nitrgeno
8. citosina
9. nucletidos
10. purina
11. hlice doble
12. material gentico
13. anillo sencillo
14. anillo doble
15. cidos nucleicos
16. cromosoma
Chapter 12
Section Quick Check
1. E
2. A
3. F
4. C
5. D
6. B
7. cadena conductora
8. ADN polimerasa
9. ADN parental
10. fragmentos de Okazaki
11. ADN ligasa
12. ADN polimerasa

1. verdadero
2. opern
3. transcripcin
4. verdadero
5. diseo corporal
6. AUG-AAG-UUU-GGC-ACA-UUG-UAA
7. substitucin
8. substitucin
9. defase

1. The DNA helicase enxyme unwinds the double
helix. Single-stranded binding proteins keep the
strand separated, and as the helix unwinds, RNA
primase adds an RNA primer on each DNA
strand.
2. Okazaki fragments are small, discontinuous segments of DNA made by DNA polymerase on the
lagging strand of DNA that is being replicated.
3. When the DNA polymerase comes to the next
RNA primer, it removes the primer and fills in
the place with a DNA nucleotide. DNA ligase
links the end DNA nucleotides together.
4. Student answers will vary. Eukaryotic DNA is
longer than prokaryotic DNA, and replicating in
multiple areas allows the DNA to be replicated
more quickly.
Unit 3
1. verdadero
2. falso
3. AUG GCU AAU UGU UGA
4. inicio (metionina), alanina, asparagina, cistena,
detencin
5. inicio: AUG, detencin: UAA, UGA, UAG
6. ARNm
7. citoplasma
8. ribosoma
9. protena
10. traduccin
11. ARNt
12. anticodn
13. codn de inicio
1. DNA consists of two outside strands consisting of alternating deoxyribose and phosphate.
Cytosine and guanine bases pair to each other
by three hydrogen bonds. Thymine and adenine
bases pair to each other by two hydrogen bonds.
2. If you number the carbons in the sugar molecules
on each strand of the DNA, on one end one rail
will have a 5' carbon, and the other rail will have
a 3' carbon.
3. The number of guanine bases would equal the
number of cytosine bases, so it would have
26 cytosine bases.
4. A DNA nucleotide contains deoxyribose, and
one of its nitrogenous bases can be thymine. An
RNA nucleotide contains ribose, and one of its
nitrogenous bases can be uracil.
5. Student answers will vary. Chargaff, Wilkins,
and Franklin all managed to produce data that
were important to understanding the structure
of DNA, but they did not determine the structure. Watson and Crick would not have been
able to come up with their theories if they had
not seen data produced by the other scientists.
Without the work of any one of the scientists, it
would have taken longer to discover the structure of DNA.
Chapter 12
5. The substance in the mushrooms blocks the production of mRNA from DNA, so the liver cells
are unable to produce new proteins. Therefore,
the liver lacks the enzymes it needs to process
and remove toxins from the blood.

1. DNA codes for RNA, which guides the synthesis
of proteins.
2. Transcription is the synthesis of mRNA from
DNA. Translation is the synthesis of a protein
from mRNA.
3. The introns are removed, a protective cap is
added to the 5' end, and a poly-A tail is added to
the 3' end.
4. The DNA is unzipped, and RNA polymerase
binds to the template strand of the DNA and
moves in the 3' to 5' direction. The mRNA transcript is manufactured in the 5' to 3' direction,
and uracil is incorporated instead of thymine.
5. The sequence would be serine, leucine, alanine,
isoleucine, serine.

1. The parts of an operon include an operator, a
promoter, a regulatory gene, and the genes coding for proteins.
2. Hox genes are a group of genes that control differentiation of cells in zygotes.
3. The loss or gain of a nucleotide in a sequence
lead to frameshift mutations.
4. Both mutations are the result of a substitution.
In missense mutations, the DNA code is altered
so that it codes for the wrong amino acid. In
nonsense mutations, the codon is changed to a
stop codon, and translation terminates early.
5. Student answers will vary, but one of the bases
T, C, A, or G (not U) should be inserted into the
sequence such as in TTTGCACGAC.
Chapter Test A
1. A
2. B
3. D
Unit 3

1. A
2. C
3. B
Page 97 Part C: Interpreting Drawings

1. A: phosphate; B: sugar; C: base
2. A: cytosine; B: thymine; C: adenine;
D: guanine

1. The rails of the ladder represent the alternating deoxyribose and phosphate of the DNA molecule, and the base pairs form the rungs of the
ladder.
2. The central dogma states that DNA is the
genetic code for RNA, and RNA guides the creation of proteins.

1. Transcription is the first part of the process
of synthesizing proteins. Transcription involves
the synthesis of mRNA from DNA, and if the
process is disrupted, RNA will never reach the
ribosomes with the instructions for making
proteins.
2. A mistake occurred during a bacteriums
replication process of DNA, causing a permanent
change in its DNA. This change created a drugresistant strain of bacteria.
Chapter Test B
1. A
2. D
3. C
4. C
5. D

Matching
1. B
2. D
3. A
4. E
Chapter 12
Completion
5. DNA polymerase
6. transcription
7. translation
8. point mutation

1. A: phosphate; B: sugar; C: base; D: CH2
2. A: cytosine; B: thymine; C: adenine;
D: guanine

1. A mutation is a permanent change in the
DNA of a cell. When a cell makes a mistake during replication, the DNA can change, causing a
mutation. Mutations are caused by mistakes in
DNA replication that happen inside a cell.
2. In high quantities, chemicals can act as
mutagens, which are substances that cause
mutations. The mutations are caused when a
chemical damages the DNA in cells.
Chapter Test C

1. double helix
2. DNA helicase enzyme
3. RNA
4. codon
5. one enzyme
6. gene regulation

1. A: phosphate; B: sugar; C: base; D: CH2 ; E:
NH2
2. A: cytosine; B: thymine; C: uracil; D: adenine; E: guanine
3. Thymine is found only in DNA, and uracil is
found only in RNA.

1. The two outside strands of DNA consist of
alternating deoxyribose and phosphate. Cytosine
and guanine bases pair to each other with three
hydrogen bonds. Thymine and adenine bases
pair to each other with two hydrogen bonds.
2. Prokaryotic DNA is shorter than the DNA of
eukaryotes. Eukaryotic DNA is in the nucleus,
while the DNA of prokaryotes is in the cytoplasm. The DNA of eukaryotes replicates in multiple areas, while prokaryotic DNA replicates at
one origin.
3. Messenger RNA is formed as a complementary strand to a DNA strand. Messenger RNA
travels from the nucleus to a ribosome and carries protein synthesis instructions. Ribosomal
RNA is a component of ribsomes with proteins.
Transfer ribsomes transport amino acids to a
ribosome to be used as a raw material for protein
synthesis.

1. C
2. C
3. B
Unit 3
1. A DNA molecule has a twisted ladder shape.

The rails are alternating deoxyribose and phosphate. The rungs of the ladders are comprised
of paired bases with cytosine matching up with
guanine or thymine with adenine.
2. The central dogma states that DNA codes for
RNA, and RNA guides the synthesis of proteins.
Without knowledge of the double helix of DNA,
scientists could not have inferred the processes
of transcription and translation, nor could they
have deduced the other details of the central
dogma.
3. RNA is made of ribose sugar instead of
deoxyribose. The base uracil replaces thymine in
RNA, and RNA is usually single stranded while
DNA is double stranded.
4. A
5. B
6. B
Chapter 12
1. Understanding the structure of DNA has

led to the development of molecular genetic science. This branch of science has created genetically engineered foods that resist pests and grow
larger yields. Countless new medicines have
been created that would not have been developed
without an understanding of the DNA structure. All genetic procedures, such as cloning and
recombinant DNA, and the entire biotechnology
industry are made possible by the knowledge of
the double helix. The Human Genome Project
would not be possible without an understanding
of the structure of DNA. Medical knowledge of
genetic diseases and cancer is possible because of
an understanding of DNA. Forensic science was
also revolutionized, and powerful crime detecting tools were developed using DNA technology.
Leaps in the understanding of the evolutionary
history of organisms have been achieved by comparing the DNA of organisms.
2. Transcription is the first step in the central
dogma, and it involves the synthesis of mRNA
from DNA. Translation is the process by which
the code is read and translated to synthesize a
protein.
Unit 3
Chapter 13
Diagnostic Test
Page 113
preconceptions.
Student believes the process of inbreeding
always produces undesirable traits in the offspring of bred organisms. Direct student to the
discussion of inbreeding in Section 13.1.
Student believes genetic engineering has been
conducted over long periods of human history.
Direct student to the introductory discussion of
genetic engineering in Section 13.2.
Student confuses the breeding of domesticated organisms with the process of natural
selection. Explain to student that natural selection is a dynamic process occurring in natural
ecosystems. The process selects organisms best
suited for survival in their natural environment.
Breeding is the selection of organisms with
desired traits by which human breeders, not the
natural environment, select individuals for survival and future reproduction.
3. Student responses might include: the goal of

the HGP was to determine the sequence of the
approximately three billion nucleotides that
make up human DNA and to identify all of the
approximately 20,00025,000 human genes.
Based on student responses, use the list below to
address preconceptions.
Student thinks the HGP involves cloning
humans. Direct student to the discussion of the
HGP in Section 13.3.
Student thinks the HGP is mapping individual
DNA to capture criminals or identify and catalog citizens. Direct student to the discussion of
the HGP in Section 13.3.
Student thinks the HGP is mapping only
the sequence of genes or chromosomes. Direct
student to the discussion of the HGP
in Section 13.3.
Student thinks the HGP is experimenting with
human test subjects. Direct student to the discussion of the HGP in Section 13.3.
Launch Lab
Page 114 How does selective breeding work?
Analysis
1. Cards are laid out in pairs because genes are
typically inherited in pairs of alleles, one allele
from each parent.
2. As the number of cards not selected decreases,
the percentage of the selected gene (suit)
increases. With a higher percentage of a particular gene in a population, the chance that an individual will have a copy of that gene increases.
MiniLab
Page 115 Model Hybridization
Analysis
1. These precautions ensure that no other pollen
will come into contact with the lily, and, therefore, the breeder knows the genetic makeup of
the offspring.
Unit 3

preconceptions.
Student confuses genetic engineering with
cloning. Direct student to the discussions of
genetic engineering and gene cloning in
Section 13.2.
Student thinks natural selection is involved
in genetic engineering. Explain to student that
natural selection is a dynamic process occurring
in natural ecosystems. Organisms with genes
best suited for their natural environment survive. Genetic engineering manipulates the genes
of organisms to meet the objectives of human
researchers.
Student thinks DNA fingerprinting techniques can be applied to organisms other than
humans. Direct student to the discussion of
DNA fingerprinting in Section 13.3.
Student thinks scientists have created new
life-forms. Explain to student that scientists
never have created a living organism in the lab.
Scientists have only been able to manipulate the

genetic makeup of existing life-forms.
Chapter 13
2. The hybrid lily is heterozygous and when it

self-fertilizes, the resulting combinations will
be heterozygous, homozygous dominant, and
homozygous recessive. These genotypes will
result in some phenotypes that are not like the
hybrid lily.
MiniLab
Page 116 Model Restriction Enzymes
Analysis
1. Answer will depend on how many cleavable
sequences the paper genomic DNA molecule
contained. If the genomic DNA had three cleavable sequences, there are two different plasmids
that could be made.
2. The scissors represented the restriction enzyme
EcoRI because they cut the plasmid in regions
containing GAATC.
BioLab
Page 117 Forensics: How can genetic engineering

be used to solve a crime?
1. Student answers will vary but should be supported by the evidence.
2. PCR could be used to amplify the sample and
make millions of copies of the DNA in question.
3. Samples could be contaminated by DNA from
other sources. The temperature for incubating
the restriction enzymes with the DNA samples
might have been incorrect. If electrophoresis is
not run long enough, bands of DNA will not separate properly. If electrophoresis is run too long,
all DNA bands will migrate to the bottom of the
gel. Improper gel loading can result in contamination of a well with DNA that was meant for
a different well. If tips were not changed on the
micropipette, the tips can be contaminated. If
the staining is not carried out correctly, bands
might not be visible. Errors made while measuring migration distances might result if the bands
are not clear.
Unit 3

Page 119 DNA Fingerprinting
Students should have a thorough understanding of
DNA structure, function, and inheritance before
doing this activity. This activity extends concepts
from Chapter 13 of the text and provides students
with examples of the benefits of new biotechnology
for society.
Purpose
Students examine the technique of DNA fingerprinting and learn how it is applied to solve problems of
family heritage and criminal justice.
Career Applications
Biological technicians, working with research scientists, can now extract mitochondrial DNA from
samples of hair and bone. This allows for research
that either confirms or excludes close relationships
among animal species. For example, some biological technicians work with DNA of ancient fossils
in order to determine how closely dinosaurs and
birds might be related. Others work exclusively with
bird DNA to determine how current bird taxonomy
might be revised to more accurately reflect the evolutionary relationships among species, families, and
orders.
Teaching Strategies
Initiate the activity by asking students, What are
fingerprints, and why are they useful for identification purposes or as clues for solving crimes?
Lead students into a discussion about the uniqueness of fingerprints. Tie the idea of fingerprints
into a discussion about human variation in general. Point out that variation in the DNA sequence
determines phenotypic variation.
After students have read the opening paragraph,
discuss it with them. Make the point that DNA
fingerprinting is simply a way to visualize the
varying sequences of the DNA molecule. Explain
that the variation in the noncoding sequences
is a result of the number of times certain base
sequences are repeated. For example, the sequence
CGT may be repeated three times in one place
(CGTCGTCGT) and five times in another
(CGTCGTCGTCGTCGT).
Chapter 13
You might wish to review and discuss the equipment and methodology of DNA fingerprinting
with students as they complete Part A. Point out
that the steps involved in DNA fingerprinting are
common procedures in molecular biology labs.
Below Level: For students having difficulty with
the Analyze and Conclude questions, emphasize
how a DNA fingerprint is similar to a regular
fingerprinta unique pattern that can be used to
identify people.
Above Level: Have students who want an extra
challenge draw diagrams to illustrate the steps in
the DNA fingerprinting process.

Part A: How to Make a DNA Fingerprint
1. Yes, the bottom band in the alleged fathers DNA
fingerprint matches the top band in the childs
fingerprint.
2. This result indicates that the alleged father and
the child might be related.
Careers in Biology
Biological technicians work with research scientists
to extract mitochondrial DNA from samples of hair
and bone. The DNA is then used to either confirm
or exclude close relationships among animal species,
such as the relationship between dinosaurs and birds.
Page 121 Products of Recombinant DNA

Technology
Student articles will vary but should be accurate and
clearly written. All questions posed should be thoroughly researched, and answers should be supported
by the research. All sources should be accurately cited.
Concept Mapping
Page 122 Use of Restriction Enzymes in Genetics
and Biotechnology
1. DNA
2. smaller DNA fragments
3. gel electrophoresis
4. recombinant DNA
5. DNA fingerprinting
6. polymerase chain reaction
7. plasmid
8. DNA ligase
9. transformation
Study Guide
1. C
2. B
3. A
4. formation of an offspring with specific characteristics from each parent
5. farmers, gardeners, scientists, animal breeders
6. disease resistance, grow faster than other organisms, produce greater numbers of offspring
7. time-consuming and expensive
8. pure breeds
9. Clydesdale
10. harmful recessive traits
11. recessive allele

Note: Student answers for questions 110 may vary.
1. Genetic engineering involves manipulating the
DNA of one organism in order to insert the DNA
of another.
Unit 3
Part B: Applications of DNA Fingerprinting

1. All the bands in the DNA fingerprint of the hair
sample are also present in the DNA fingerprint
of suspect 5. The hair, therefore, might belong to
suspect 5.
2. Suspect 3 could have committed the crime. The
banding pattern in the DNA fingerprint of suspect 3 matches the banding pattern in the DNA
fingerprint of the blood sample.
3a. The DNA fingerprints of the mother and father
are 5 and 6. The son shares his top band with 6
and his bottom band with 5.
3b. DNA fingerprint 8 is that of the daughter
because the bottom bands of both 8 and 10
match. The DNA fingerprint of the daughters
father is 9 because his top band matches the top
band of the daughter.
Enrichment
Chapter 13
2. Restriction enzymes are bacterial proteins that

cut DNA into smaller pieces.
3. Gel electrophoresis is a process that uses an electric field for separating DNA fragments based on
their size.
4. Recombinant DNA is a DNA molecule that is
produced by combining DNA from different
sources.
5. Plasmids are small, circular, double-stranded
DNA molecules that occur in bacteria and yeast
and are known as vectors.
6. DNA ligase is an enzyme that is used in DNA
repair and replication.
7. Transformation is the process by which plasmid
DNA enters bacterial cells.
8. Cloning produces large numbers of identical
DNA molecules.
9. Polymerase chain reaction is used to make millions of copies of a sequence of DNA.
10. Transgenic organisms have been genetically
engineered by inserting a gene.
11. desired traits
12. gene
13. expressed
14. to predict the function of the gene, to compare
similar genes among organisms, and to identify
mutations or errors in the DNA sequence
15. to make millions of copies of a specific region of
a DNA fragment for study
16. restriction enzymes
19. PCR
20. Restriction enzymes
21. Recombinant DNA technology
22. PCR

1. Human Genome Project
2. nucleotides
3. Escherichia coli
4. cleaved
5. noncoding sequences
6. protein-coding sequences
Unit 3
8. Answers will vary but should include a discussion of DNA fingerprinting and PCR.
9. variations in the DNA sequence that occur when
a single nucleotide in the genome is altered
10. to identify the many genes associated with different types of disorders
Gua de estudio
1. C
2. B
3. A
4. formacin de una cra con caractersticas especficas de cada padre
5. granjeros, jardineros, cientficos, criadores de
animales
6. Es resistente a las enfermedades, produce mayor
crecimiento en comparacin con otros organismos y un mayor nmero de cras.
7. Requiere mucho tiempo y es costosa.
8. razas puras
9. Clydesdale
10. rasgos recesivos peligrosos
11. gen alelo recesivo

Nota: Las respuestas del estudiante a las preguntas del
1 al 10 pueden variar.
1. La ingeniera gentica involucra la manipulacin
del ADN de un organismo a fin de insertar el
ADN de otro.
2. Las enzimas de restriccin son protenas bacteriales que fraccionan el ADN en fragmentos ms
pequeos.
3. La electroforesis en gel es un proceso que utiliza
un campo elctrico para separar los fragmentos
del ADN segn su tamao.
4. El ADN recombinante es una molcula del ADN
que se produce al combinar el ADN de diferentes
fuentes.
5. Los plsmidos son molculas de ADN pequeas,
circulares y bicatenarias que ocurren en bacterias y levadura y que se conocen como vectores.
Chapter 13

1. proyecto del Genoma Humano
2. nucletidos
3. Escherichia coli
4. fraccion
5. secuencias que no codifican
6. secuencias que codifican protena
7. huella digital del ADN
8. Las respuestas pueden variar, pero deben incluir
una exposicin de argumentos entre la huella
digital del ADN y la reaccin de la cadena
polimerasa.
9. las variaciones en la secuencia del ADN que
ocurren cuando se altera un nucletido simple
en el genoma
10. identificar la gran cantidad de genes que se asocian con diferentes tipos de trastornos
Section Quick Check

1. Selective breeding is the process by which
desired traits of certain plants and animals are
selected and passed on to their future generations. It is used to produce desired traits in a
plant or an animal.
2. Hybrid organisms can be more disease-resistant,
produce more offspring, or grow faster.
3. Inbreeding eliminates the undesired traits in
future generations, resulting in pure breeds,
which have only the desired traits and are similar to one another.
4. A pure breed of dogs will all have the same
desired traits. But the pure breed dogs have a
higher probability of possessing the same harmful recessive traits that can be passed on to
future generations.
5. The genotype can be determined by breeding
the chicken with one that has black-and-whitespeckled feathers. If all of the offspring are black,
then the black chicken is homozygous dominant.
If half of the offspring are speckled, then the
black chicken is heterozygous.

1. Sticky ends have a small region of singlestranded DNA. Blunt ends do not have regions
of single-stranded DNA.
2. PCR is used to make millions of copies of a DNA
fragment.
3. An electric field causes DNA fragments to move
from the negatively charged end of a gel to the
positive end. The big fragments move slower
than the smaller ones, causing the fragments to
be separated based on size.
4. Bacteria are used to clone the recombinant DNA.
5. The organism produced by selective breeding
can contain only traits and genes that are already
in that type of organism. An organism produced
by genetic engineering can contain the traits
found in genes from another organism.
Unit 3
6. ADN ligasa es una enzima que se usa en la reparacin y replicacin del ADN.
7. La transformacin es el proceso por el cual el
plsmido del ADN incursiona en clulas
bacteriales.
8. La clonacin produce grandes cantidades de
molculas de ADN idnticas.
9. La reaccin de la cadena polimerasa se utiliza
para producir millones de copias de una secuencia de ADN.
10. Los organismos transgnicos se han producido
genticamente mediante la insercin de un gen.
11. rasgos deseados
12. gen
13. expresa
14. predecir la funcin del gen, comparar genes
similares entre organismos e identificar las
mutaciones o errores en la secuencia del ADN
15. producir millones de copias de una regin especfica de un fragmento del ADN para estudio
16. enzimas de restriccin
17. electroforesis en gel
18. electroforesis en gel
19. reaccin de la cadena polimerasa
20. enzimas de restriccin
21. tecnologa del ADN recombinante
22. reaccin de la cadena polimerasa
Chapter 13

1. The Human Genome Project was an international project to determine the sequence of the
nucleotides that make up human DNA and to
identify all of its genes.
2. DNA fingerprinting involves separating DNA
fragments through gel electrophoresis in order
to observe the distinct banding patterns that are
unique to every individual.
3. mRNA from two different populations of cells
is isolated and converted into complementary
DNA strands. The complementary DNA from
each cell population is labeled with a specific
fluorescent dye. Then, both pools of complementary DNA are combined on the microarray
slide and incubated.
4. Each chromosome is cleaved into fragments with
overlapping sequences using different restriction enzymes. The fragments are combined with
vectors to create recombinant DNA, cloned, and
then sequenced. The overlapping regions are
analyzed using computers to generate a continuous sequence.
5. The study of the human genome might lead to
the development of drugs that are custom-made
for an individuals genetic makeup. Also, the
study might allow defective genes to be corrected
through gene therapy.
Chapter Test A
1. B
2. C
3. B

Matching Set 1
1. C
2. B
3. A
6. C
7. A
Page 135 Part C: Interpreting a Punnett Square

1. The offspring will be either red or white.
2. Heterozygous white (Ww) and homozygous red
(ww) are the two possible genotypes.
3. The phenotypes of both parents would be red in
color; the genotypes of both parents must be ww.

1. The drawings illustrate recombinant DNA technology, which is the process of separating DNA
fragments of a specific size from one source and
combining these fragments with DNA fragments
from another source. The new DNA molecule is
called recombinant DNA.
2. The goal of the technique is to correct defective
genes that cause human disease. Scientists insert
a normal gene into the chromosome to replace
the defective gene. The normal gene is fused to a
viral vector to produce recombinant DNA, and
target cells in the patient are infected with the
virus to release the recombinant DNA into the
cells. Once in the cells, the normal gene inserts
itself into the genome and starts functioning.

1. If released into the wild, these transgenic fish
could upset natural food chains and aquatic ecosystems because their size would enable them to
eat larger prey that native members of the species
could not normally catch. Their increased size
might also prevent their natural predators from
reducing their numbers, causing a dramatic
increase in their population.
2. DNA fingerprinting was developed in 1985,
and with current technologies, the DNA of the
hair samples found at the crime scene could
be matched against the DNA of the wrongly
accused person. If no DNA match were found,
DNA fingerprinting would establish the inmates
innocence.
Matching Set 2
4. D
5. B
Unit 3
Chapter 13
Chapter Test B
1. A
2. D
3. B
4. A
5. A
2. The Human Genome Project sought to determine the sequence of the three billion nucleotides and to identify the 20,000 to 25,000 genes
comprising human DNA.
3. Proteomics allows scientists to study thousands
of proteins simultaneously to analyze both the
normal and diseased states of patients. Through
this type of study, researchers hope to develop
drugs to treat major diseases such as Type II diabetes, obesity, and atherosclerosis.
Matching
1. C
2. E
3. A
4. B
Completion
6. gene cloning
7. recombinant DNA technology
8. restriction enzymes
9. transformation
XXX
Rr
rr
Rr
rr
2. The genotype of the homozygous white tree

is RR. All the offspring will be white because
the dominant allele (R) for white color will be
passed on to every offspring.

1. The drawing illustrates recombinant DNA
technology. The process of gel electrophoresis is
first used to separate DNA fragments, which are
removed from the gel and combined with DNA
fragments from another source. This new DNA
molecule is called recombinant DNA.
Chapter Test C
1. C
2. B
3. C
4. A
5. B
6. C

1. inbreeding
2. selective breeding
Unit 3
1. Students may use different letters to represent

dominant and recessive color alleles for the
grapefruit trees.
1. If released into the wild, these transgenic fish

could upset natural food chains and aquatic ecosystems because their size would enable them to
eat larger prey that native members of the species
could not normally catch. Their increased size
might also prevent their natural predators from
reducing their numbers, causing a dramatic
increase in their population.
2. The HapMap project seeks to catalog common
human genetic variations in an effort to find
genes that cause disease. However, if the genetic
information of individuals were available for
scrutiny, persons with genetic disorders could
suffer discrimination from employers, schools,
or insurance companies.
3. Answers may vary. Tailor-made drugs for
patients could increase costs because of the wide
genetic variety in humans, but they could also
lower costs by reducing the need of treatments
during longer hospital stays or for patients suffering from side effects.
Chapter 13
3. hybridization
4. restriction enzyme
5. transgenic organisms

1. Students may use different letters to represent
dominant and recessive color alleles for the pea
plants.
XXX
Pp
pp
Pp
pp

1. The benefits of the HGP include an understanding of the causes of genetic disorders, the
development of gene therapy techniques to treat
genetic diseases, the development of tailormade drugs for diseases of individuals, and the
application of techniques developed during the
project to map out the genomes of other organisms, which would advance the field of genetic
engineering. The HGP could lead to the cataloging of the DNA of citizens, which could cause
discrimination and the invasion of privacy.
2. Individuals displaying a homozygous-recessive

expression of a trait can only express one form
of the trait because they have identical alleles for
that trait. In this case, the color red is recessive
in grapefruit trees, and all red grapefruit trees
will have an rr genotype. No test cross is necessary to determine the genotype.

1. The drawing illustrates recombinant DNA
technology. The process of gel electrophoresis is
first used to separate DNA fragments, which are
removed from the gel and combined with DNA
fragments from another source. This new DNA
molecule is called recombinant DNA.
2. Scientists produce large quantities of the recombinant DNA product by cloning the DNA
molecule inside a bacterial host cell. Bacterial
plasmids are cut with restriction enzymes to
create a plasma DNA molecule containing the
foreign DNA from another source. The plasmid
is called a vector that is injected into the host
bacterial cell, and through the reproduction of
the bacterial cell, large quantities of recombinant
DNA are produced.
3. Proteomics allows scientists to study thousands
of proteins simultaneously to analyze both the
normal and diseased states of patients. Through
this type of study, researchers hope to develop
drugs to treat major diseases such as Type II diabetes, obesity, and atherosclerosis.
Unit 3

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Genetics and Biotechnology . . . . . . . . . . . . . . . . . . . . . . 111

Teacher Guide and Answers

Extension and Intervention

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Teacher Approval Initials

Student Lab Safety Form

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3. What additional safety concerns or questions do you have?

Chapter 10 Sexual Reproduction and Genetics

Section Quick Check 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

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Section Quick Check 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Sexual Reproduction and Genetics

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CHAPTER 10 Sexual Reproduction and Genetics

What would happen without meiois?

4. Model a cell with a pair of chromosomes.

Data and Observations

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Sexual Reproduction and Genetics CHAPTER 10

Predict Probability in Genetics

4. Write the alphabetical letter for each allele from

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Data and Observations

CHAPTER 10 Sexual Reproduction and Genetics

5. Use the crossover frequency between genes A

Data and Observations

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Sexual Reproduction and Genetics CHAPTER 10

Design Your Own

How can the phenotype of offspring

small flowerpots or other growing containers

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1. Read and complete the lab safety form.

6. Make sure your teacher approves your plan

Data and Observations

CHAPTER 10 Sexual Reproduction and Genetics

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

7. Error Analysis Compare your calculated ratios to those of another student.

Sexual Reproduction and Genetics CHAPTER 10

Kernel Color in Corn

Part A: Using Punnett Squares

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2. Fill in the Punnett square in

Analyze and Conclude

CHAPTER 10 Sexual Reproduction and Genetics

Real-World Biology: Lab, Kernel Color in Corn continued

2. Obtain an ear of corn that is the result of a

Number of red kernels

Number of yellow kernels

Analyze and Conclude

Sexual Reproduction and Genetics CHAPTER 10

Diagramming: Predicting Plant Genetic Traits

In addition to predicting the possible genotypes

Punnett Square for Plant Cross WwTt WwTt

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

CHAPTER 10 Sexual Reproduction and Genetics