Shattered Value Project
Students will continue to explore the element of non-color value and learn how light and shade help to make shapes appear 3-dimensional when drawn on a flat surface.
Due date is Thursday February 22.
Gene Linkage and Human Genome Project
Reading ?’s 7.4– Due Wed, Feb 21st
Review (see below)- Due Fri, Feb 23rd
Pedigree Project (see guidelines below)- Due Thurs, Feb 22nd
Genetics Test- Fri, Feb 23rd
Performance Task #2
Goal: Create a pedigree of at least three generations, including at least seven family members, demonstrating the inheritance of a simple inheritance human genetic trait to an interested family.
Audience: Your target audience is family who wishes to know about their inheritance patterns. (This could be your own family or that of a friend or acquaintance.)
Possible Traits to Study: Cleft chin (dimple in the chin); Facial dimples; Attachment of the ear lobe; Facial freckles; Hitchhiker’s thumb; Widow’s Peak
- Interview family members to identify what phenotype each member has.
- Using the phenotypes over the three generations to identify genotypes. Use Punnett squares and written explanation for your evidence for the identification of genotypes.
- Using this information, draw a pedigree, using the correct symbols, to show the inheritance of the selected trait in this family.
|Identification of Genotypes
|Phenotypes match to the identified genotypes
||There are more than 3 individuals in the pedigree whose phenotypes do not match the correct genotype
||One or two individuals in the pedigree whose phenotypes do not match the correct genotype
||All phenotypes match genotypes accurately
||Punnett square inaccurately display the inheritance patterns by which the traits were passed from one generation to the next
||Punnett squares demonstrate the inheritance patterns by which the traits were passed from one generation to the next, with one or two errors.
||All Punnett square accurately demonstrate the inheritance patterns by which the traits were passed from one generation to the next
||Written explanation does not provide details about the identification of genotypes OR the explanation reveals major errors in the identification of genotypes
||Written explanation gives a detailed, accurate description of the identification of the genotype of most individuals on the pedigree OR the explanations fails to fully detail the identification of accurate genotypes
||Written explanation gives a detailed, accurate description of the identification of the genotype of all individuals on the pedigree
||The pedigree displays how one trait is passed through the three generations, but with errors in multiple generations.
||The pedigree displays how one trait is passed through the three generations, but with an error in one of the three generations.
||The pedigree accurately displays how one trait is passed through the three generations.
||Symbols for males, females, displaying trait, carrier, and non-displaying are used, with three or more errors
||Symbols for males, females, displaying trait, carrier, and non-displaying are used, with one or two errors
||Correct symbols for males, females, displaying trait, carrier, and non-displaying are used
Ch.6 & 7
- State Mendel’s three laws of inheritance
- Explain how Mendel performed his experiments. (mention P, F1 and F2 generations)
- What were the results of each of Mendel’s experiments? (F1 and F2 generations)
- Define pedigree, complete dominance, incomplete dominance, codominance, phenotype, genotype, dominant, recessive, testcross, X-linked, allele, heterozygous, and homozygous.
- When dealing with a completely dominant trait, under what conditions can a recessive trait appear?
- Why do males more often have a X-linked recessive phenotype than females?
- Describe how the following human traits are inherited: blood type, hair texture, color blindness, brown or blue eye color, and hemophilia
- Draw a simple pedigree, showing the following a male with a trait and a female without the trait have a carrier female child and a child who does not have the trait. Label the following: symbol for male, symbol for female, indicates that it has the trait, indicates that it is without the trait, indicates marriage, indicates offspring, and indicates siblings.
- Describe what are linked genes and how this impacts their inheritance
**Review your Punnett square and pedigree practice worksheets. You should know how to complete Punnett squares for complete dominance, incomplete dominance, codominance, multiple alleles, X-linked, and two factor crosses. You should be able to derive the parents’ genotypes based on their offspring. You should also be able to interpret a pedigree.
We will have an assessment at the end of this week (Thursday or Friday TBA). A review day will be held the day before.
The assessment will cover the concepts of nationalism (what is it and is it a unifying or dividing force?) and industrialization (including the agricultural revolution, working conditions in factories, and the ideas of Karl Marx).
Our next unit will focus on imperialism with a heavy emphasis on European/American imperialism in Asia and the emergence of Japan as a growing industrial power in the early 20th century.
This week, we will continue to read Farewell to Manzanar. We will be thoroughly reviewing the story up until this point and track the breakdown of the family structure due to the harsh living conditions of the internment camp. Students will also be looking at the development of the characters and identify significant points in the author’s life that shaped her story. Students will have a reading quiz on Thursday.
Tuesday Homework: Chapter 17
Thursday: Quiz Chapters 10-17
Martes 20: Serán las presentaciones de los capítulos XXXI – XL del Quijote.
miércoles 21: control de lectura de los capítulos XLI – LII del Quijote.
jueves 22: serán las presentaciones de los recursos poéticos.
viernes 23 estaremos haciendo análisis poéticos de poemas barrocos.
lunes 26: deberán llevar los materiales para trabajar en el taller poético. TAREA: deberán llevar los siguientes materiales para trabajar en el poemario: cartulina iris, marcadores o colores, tijeras, revista vieja o calcomanias.
Profesora Jazmín Avilez
Shattered Panel Project
Students will apply the element of Value this week; they will finish shading their shattered Panel Projects.