1. Genetics Practice 2 Dihybrid Crosses
2. Genetic Probability Practice Problems

This Genetics Practice 3: Probability Practice Worksheet is suitable for 9th - 12th Grade. Practice calculating genetic probability, listing gametes, and identifying genotypes. The worksheet combines short answer questions with practice problems to solve.

Inform students of the learning targets:

• I can explain the difference between phenotypes and genotypes.
• I can use a Punnett square to calculate the probability of the inheritance of traits.

Introduce the vocabulary associated with the lesson: heredity, traits, characteristics, gene, allele, variation, homozygous, heterozygous, inheritance, genotype, phenotype, dominant, recessive, probability, monohybrid.

Instruct students to add bolded terms to their vocabulary maps. Remind them that the bolded terms have Greek or Latin root words, prefixes or suffixes. This is a vocabulary-rich lesson so plan to spend extra time explicitly teaching the vocabulary associated with the lesson at the appropriate times within the lesson. Students often struggle to use and understand the vocabulary of genetics correctly.Begin the lesson

with the music video,

:

Delay compensation engine pro tools 10. Before viewing the video, establish the viewing purpose by telling students that they should know at the end of the video. Display the question they should consider while viewing:

• What traits did you see at the end of the video?

After viewing the video, ask students to respond to the question. Expect that student interest and willingness to respond will be high after viewing the video. Expect that students will identify things like blond hair, black hair, brown eyes, blue eyes, etc. as traits. Don’t spend time clarifying the difference between traits and versions of traits at this point. The main purpose of the use of the video is to serves as a reference later in the lesson to help students solidify the concept of what is trait and what is a version of a trait.

Distribute guided notes or use a note-taking format that has been taught.

Begin by explicitly teaching the term, trait. Because students can struggle with the concept that traits are controlled by more than gene, spend time discussing the fact that two versions of a gene are needed for the expression of a trait. Introduce the term, allele. Explain that gene and allele are interchangeable terms. Reference the Meiosis, part 1 lesson to remind students that an egg or sperm carries only one allele for each inherited trait because allele pairs separate during meiosis.

Teach students that alleles are expressed as letters. Make an association between the letter “l” in letters and the 3 letter “l’s” in the word alleles to help students remember that versions of alleles (genes) are written as letters. Memory Cue: see alleles, think letters.

Reference the “Black or White” video. Ask student to think about the question that was asked earlier after they watched the video. Ask them to answer the same question again now that they understand the term, trait. Listen to their responses to assess how well they understand the subtlety of trait and versions of traits. Look for students to indicate that hair color is the trait and blond or brown hair is the version of the trait.

Once it is established that students understand the term, allele, introduce the term genotype. Ask students to look within the term and identify what word is within the term. Students should note that gene is found within the term, genotype. Explain that the genotype is expressed as letters, now known as alleles. Emphasize that the genotype is “worn” but not seen on the outside.

Display a check for understanding and instruct students to talk at their tables to determine to answers to the following questions for this scenario: a female homozygous black fur rabbit breeds with a male heterozygous black fur rabbit.

Genetics Practice 2 Dihybrid Crosses

• What is the trait?
• Select an allele (one letter) to represent the trait.
• How many versions of the trait are described?
• What are the genotypes of the parents?

Contrast the term, genotype with the term, phenotype. Tell students to think of physical appearance when they see the term, phenotype. Make the connection between ph- of the word, phenotype and the ph- of the word, physical appearance. Emphasize that the genotype isn't seen but it determines the phenotype, which is seen. Give students a memory cue to remember the relationship between genotypes and phenotypes: The letters (genotype) determine the look (phenotype).

Genetic Probability Practice Problems

Have students repeat this statement after you 2-3 times.

Lastly, explicitly teach the difference between heterozygous and homozygous, referencing the root words in both terms to help students see that each word’s meaning is easily identifiable when the root words are known. Conduct a 2nd check for understanding. Display a set of alleles and ask the class chorally to indicate if the allele pair is heterozygous or homozygous.

1. 5 tháng trước

   I'm getting problems on finding chances of getting colour blind gland son from carrier female if she has married to normal man according to the reference I use the answer is 1/8 how?

2. Năm trước

   y u took four b,g if they want 3 children only?

3. Năm trước

   Voice quality very poor can't listen at all

4. 3 tháng trước

   @sangita sah It's your connection my friend. I watch it in 1080p60

5. 2 năm trước

   Your so smart. I really love that u even explain more better than my professors thanks a lot

6. 3 năm trước

   can you please upload a lecture on cardiovascular system?

7. 3 năm trước

   Yeah. I would have definitely missed E. 'At most' always ment the max number or amount of something could be I thought. Thanks for the video.

8. 4 năm trước

   Thanks a lot for making Genetics so damn easy.. :D

9. 4 năm trước

   You're amazing! I understand you must have a list of different topics you'd be covering however if there was a topic in particular we were struggling in, would you be happy to cover it?

10. 4 năm trước

    Thanks :) I am covering subjects pretty much based on my interest but I do take requests as to what topics and subtopics to cover within those areas. You can request a specific topic on my website and if others submit the same or similar requests, I will certainly make a lecture on it :)