Procedures 1 Determine the various characters expressed in your phenotype. A

Procedures
1
Determine the various characters
expressed in your phenotype.
A
Record whether the student is
positive or negative for the following traits. (Note: For blood type, record
the student’s blood type instead of whether the student possesses the trait.)
These results are the phenotypes. Blood type: A, B, or O (Record blood type.)

Widow’s peak

Free ear lobes

Tongue rolling

Hitchhiker’s thumb

Left thumb dominance

Little finger bend

PTC taster

Mid-digit hair

Facial dimples

Freckles

Cleft chin

B
List the possible genotype/s for
each trait from Part A.

C
Select three traits to investigate
further. Record whether the parents also possess the traits or not. Then,
create Punnett squares to see what the possible genotypes and phenotypes would
be for the trait in children born to the student’s parents. For example, if the
student has a widow’s peak, it is a dominant trait. The student’s Mom also has
a widow’s peak, but the student’s Dad does not. Knowing that the absence of a
widow’s peak is recessive, the student’s Dad’s genotype must be ww. Since a
widow’s peak is a dominant trait, the student’s Mom’s genotypes could be Ww or
WW. Therefore to determine possible presence of a widow’s peak in the children,
the student will create two Punnett squares – one with a cross of ww x WW and a
second with a cross of ww and Ww. Record the results in the form of a ratio or
percent chance of the trait being present in children with each cross.

D
Create a karyotype of an unknown
individual’s chromosomes presented by clicking on the activity below. Be sure
to record the case number provided as it will be needed later. If the image
does not load properly or the chromosomes are difficult to match due to the
size, please click on the link at the top of the activity and print off the
chromosomes. To construct the karyotype, observe the chromosomes for
similarities and match them by pairs of two. Drag the first two chromosomes
that match into the first window. When constructing karyotypes, the homologous
chromosomes should begin with the largest chromosome pair in the first window.
Place subsequent pairs in the windows according to the next largest size. There
should be a total of 22 pairs of matching chromosomes; the twenty-third pair of
chromosomes determines the sex of the individual. If using printed chromosomes,
each chromosome should be cut out and then matched with the corresponding
chromosome. The chromosome pairs should be taped or glued to a clean sheet of 8
x 11 inch printer paper, with pairs arranged from largest to smallest. Once
the karyotype is constructed, identify the sex of the individual, as well as
the chromosomal disorder they have. Note: Not all individuals will have a
chromosomal disorder.

E
Create a Punnett square that
determines the probability of male offspring having hemophilia when the father
has hemophilia (Y Xh) and the mother is a carrier (XH
Xh).
Record the results.

Assessing Your Learning
Compose answers to the questions below in Microsoft Word and
save the file as a backup copy in the event that a technical problem is
encountered while attempting to submit the assignment. Make sure to run a spell
check. Copy each answer from Microsoft Word by simultaneously holding down the
Ctrl and A keys to select the text, and then simultaneously holding down the
Ctrl and C keys to copy it. Then, click the link on the Lab Preview Page to
open up the online submit form for the laboratory. Paste the answer for the
first question into the online dialog box by inserting the cursor in the box
and simultaneously holding down the Ctrl and V keys. The answer should now
appear in the box. Repeat the process for each question. Review all work to
make sure that all of the questions have been completely answered and then
click on the Submit button at the bottom of the page.

LAB 7
1
List whether the student was
positive or negative for each characteristic and include whether the
characteristic is dominant or recessive. (6 points)
a
Blood type
b
Widow’s peak
c
Free ear lobes
d
Tongue rolling
e
Hitchhiker’s thumb
f
Left thumb dominance
g
Little finger bend
h
PTC taster
i
Mid-digit hair
j
Facial dimples
k
Freckles
l
Cleft chin

2
Can the student tell from the blood
type if the student is heterozygous or homozygous? Explain. (5 points)

3
Select a trait of interest.
a
What is the trait? (1 point)

b
What is the phenotype for the trait?
Is this the dominant or recessive allele for the trait? (2 points)

c
What are the possible genotypes for
the parents? (2 points)

d
Include the results of one Punnett
square, showing a possible combination between alleles for the trait from the
parents by filling in the genotypes according to the numbers in the square,
below.

1 2

3

5

6

7

8

4

e
Based on the cross, what percent of
children born to the parents would express the trait? (1 point)

4
Create a Punnett square to determine
the possibility of a couple having a color-blind child if the mother has the
recessive trait on one X and the father is color-blind. HINT: Use Xb
to indicate an X with the color-blindness trait. How many female offspring will
be color-blind? How many male offspring? (5 points)

5
What was the group number of the
student’s karyotype? What was the result of the student’s karyotype? (Include
the sex and the chromosomal disorder, if applicable. If there was no
chromosomal disorder, the student must state that the individual was normal.)
(5 points)

6
Give an example of a situation in
which it is important to create a karyotype for an individual. Explain. (5
points)

7
Genetically speaking, why is it
important not to mate with a close relative? Explain. (5 points)

8
Does a karyotype tell all of a
person’s genetic characteristics? Explain. (5 points)

9
Why is a photograph of cells in
metaphase utilized when constructing a karyotype? (5 points)

10
What does it mean to be a carrier of
a genetic defective characteristic? When might it be important to know if one
is a carrier? (5 points)

11
From the hemophilia procedure: (4
points)

a
What were the possible genotypes of the
offspring?

b
What is the probability of males
having hemophilia?

c
How many females would have
hemophilia?

d
How many carriers would there be?

12
Explain why more males tend to
suffer from X-linked disorders than females. (5 points)

13
The student has a friend that knows
the student is taking biology, and she is confused about her blood type. Her
blood type is O, but her dad is A and her mother is B. She asks the student if
it is possible for her parents to have a child that is O. Explain the answer to
her. (5 points)

14
In a flower garden, the gardener has
purple and white pansies. He notices that a new pansy has sprouted. When it
finally flowers, the pansy is lavender. Explain how this happened. (5 points)

15
With a botanist friend’s help, the
gardener decides to cross the lavender pansy with the white pansy. Will this
result in any purple pansies? Explain. (5 points)

16
(Application) How might the
information gained from this lab pertaining to human genetics be useful to a
student enrolled in a healthcare related profession? (20 points)
Procedures1
Determine the various characters
expressed in your phenotype.A
Record whether the student is
positive or negative for the following traits. (Note: For blood type, record
the student’s blood type instead of whether the student possesses the trait.)
These results are the phenotypes. Blood type: A, B, or O (Record blood type.)
Widow’s peak
Free ear lobes
Tongue rolling
Hitchhiker’s thumb
Left thumb dominance
Little finger bend
PTC taster
Mid-digit hair
Facial dimples
Freckles
Cleft chin B
List the possible genotype/s for
each trait from Part A.C
Select three traits to investigate
further. Record whether the parents also possess the traits or not. Then,
create Punnett squares to see what the possible genotypes and phenotypes would
be for the trait in children born to the student’s parents. For example, if the
student has a widow’s peak, it is a dominant trait. The student’s Mom also has
a widow’s peak, but the student’s Dad does not. Knowing that the absence of a
widow’s peak is recessive, the student’s Dad’s genotype must be ww. Since a
widow’s peak is a dominant trait, the student’s Mom’s genotypes could be Ww or
WW. Therefore to determine possible presence of a widow’s peak in the children,
the student will create two Punnett squares – one with a cross of ww x WW and a
second with a cross of ww and Ww. Record the results in the form of a ratio or
percent chance of the trait being present in children with each cross.D
Create a karyotype of an unknown
individual’s chromosomes presented by clicking on the activity below. Be sure
to record the case number provided as it will be needed later. If the image
does not load properly or the chromosomes are difficult to match due to the
size, please click on the link at the top of the activity and print off the
chromosomes. To construct the karyotype, observe the chromosomes for
similarities and match them by pairs of two. Drag the first two chromosomes
that match into the first window. When constructing karyotypes, the homologous
chromosomes should begin with the largest chromosome pair in the first window.
Place subsequent pairs in the windows according to the next largest size. There
should be a total of 22 pairs of matching chromosomes; the twenty-third pair of
chromosomes determines the sex of the individual. If using printed chromosomes,
each chromosome should be cut out and then matched with the corresponding
chromosome. The chromosome pairs should be taped or glued to a clean sheet of 8
x 11 inch printer paper, with pairs arranged from largest to smallest. Once
the karyotype is constructed, identify the sex of the individual, as well as
the chromosomal disorder they have. Note: Not all individuals will have a
chromosomal disorder.E
Create a Punnett square that
determines the probability of male offspring having hemophilia when the father
has hemophilia (Y Xh) and the mother is a carrier (XH
Xh).
Record the results. Assessing Your LearningCompose answers to the questions below in Microsoft Word and
save the file as a backup copy in the event that a technical problem is
encountered while attempting to submit the assignment. Make sure to run a spell
check. Copy each answer from Microsoft Word by simultaneously holding down the
Ctrl and A keys to select the text, and then simultaneously holding down the
Ctrl and C keys to copy it. Then, click the link on the Lab Preview Page to
open up the online submit form for the laboratory. Paste the answer for the
first question into the online dialog box by inserting the cursor in the box
and simultaneously holding down the Ctrl and V keys. The answer should now
appear in the box. Repeat the process for each question. Review all work to
make sure that all of the questions have been completely answered and then
click on the Submit button at the bottom of the page.LAB 71
List whether the student was
positive or negative for each characteristic and include whether the
characteristic is dominant or recessive. (6 points)a
Blood typeb
Widow’s peakc
Free ear lobesd
Tongue rollinge
Hitchhiker’s thumbf
Left thumb dominanceg
Little finger bendh
PTC tasteri
Mid-digit hairj
Facial dimplesk
Frecklesl
Cleft chin2
Can the student tell from the blood
type if the student is heterozygous or homozygous? Explain. (5 points)3
Select a trait of interest.a
What is the trait? (1 point)b
What is the phenotype for the trait?
Is this the dominant or recessive allele for the trait? (2 points)c
What are the possible genotypes for
the parents? (2 points)d
Include the results of one Punnett
square, showing a possible combination between alleles for the trait from the
parents by filling in the genotypes according to the numbers in the square,
below. 1 2 3
5 6
7 8 4e
Based on the cross, what percent of
children born to the parents would express the trait? (1 point)4
Create a Punnett square to determine
the possibility of a couple having a color-blind child if the mother has the
recessive trait on one X and the father is color-blind. HINT: Use Xb
to indicate an X with the color-blindness trait. How many female offspring will
be color-blind? How many male offspring? (5 points)5
What was the group number of the
student’s karyotype? What was the result of the student’s karyotype? (Include
the sex and the chromosomal disorder, if applicable. If there was no
chromosomal disorder, the student must state that the individual was normal.)
(5 points)6
Give an example of a situation in
which it is important to create a karyotype for an individual. Explain. (5
points)7
Genetically speaking, why is it
important not to mate with a close relative? Explain. (5 points)8
Does a karyotype tell all of a
person’s genetic characteristics? Explain. (5 points)9
Why is a photograph of cells in
metaphase utilized when constructing a karyotype? (5 points)10
What does it mean to be a carrier of
a genetic defective characteristic? When might it be important to know if one
is a carrier? (5 points)11
From the hemophilia procedure: (4
points)a
What were the possible genotypes of the
offspring?b
What is the probability of males
having hemophilia?c
How many females would have
hemophilia?d
How many carriers would there be?12
Explain why more males tend to
suffer from X-linked disorders than females. (5 points)13
The student has a friend that knows
the student is taking biology, and she is confused about her blood type. Her
blood type is O, but her dad is A and her mother is B. She asks the student if
it is possible for her parents to have a child that is O. Explain the answer to
her. (5 points)14
In a flower garden, the gardener has
purple and white pansies. He notices that a new pansy has sprouted. When it
finally flowers, the pansy is lavender. Explain how this happened. (5 points)15
With a botanist friend’s help, the
gardener decides to cross the lavender pansy with the white pansy. Will this
result in any purple pansies? Explain. (5 points)16
(Application) How might the
information gained from this lab pertaining to human genetics be useful to a
student enrolled in a healthcare related profession? (20 points)